Vokis can be a fun and engaging digitial learning tool for learners of all ages. It is so simple to use for all age groups. Younger learners may require more supervision and assistance in constructing their own voki and may need to utilise the speech to text option. Older learners can type in their text and opt to record it also. Here is my first attempt at a voki:
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Digital learning tool 4 - mind maps
Mind maps and/or graphic organisers are an extremely effective tool for organising learners' thoughts and ideas. The construction of mindmaps and graphic organisers helps learners to make sense of their thoughts and how to structure them effectively. Learners will develop clarity of the task by completing their own plan. As noted by Winch et al. (2006, p. 352), “very few writers can just sit down and begin to write fluently and lucidly on a topic.” An example is as follows:
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2004). Literacy: Reading, writing and children's literature (2nd ed.). South Melbourne, Vic: Oxford University Press.
Winch, G., Johnston, R. R., March, P., Ljungdahl, L., & Holliday, M. (2004). Literacy: Reading, writing and children's literature (2nd ed.). South Melbourne, Vic: Oxford University Press.
Digital learning tool 3 - Podcasts and video podcasts also known as vodcasts
http://www.videopodcasts.tv/feed/1370/CNN_Student_News/
Podcasts are an innovative and informative learning tool, however, it caters mostly to the auditory style learners. Unless the information is intriguing to all learners, then engagement issues could occur. Vodcasts are an informative learning tool, providing stimulation for auditory and visual learners. "A picture tells a thousand words" is especially true for moving images to enhance learners' comprehension and engagement. Whilst this is an American program, there could be an Australian program to be used as a digital learning in SOSE and History and English contextual studies.
Digital learning tool 2 - Images
Images are arguably the most vitally essential pedagogical tool. Without a visual image, learners can lost concentration and focus thereby impeding engagement automatically. As most learners engage with a visual learning style, images can be used as the learning "hook"; to scaffold thinking processes and to engage learners in critical thinking. Immersing learners in discussion by offering their various viewpoints allows all learners to participate and can be used by Learning Managers to form their own anecdotal records of evidence of learning.
Digital learning tool 1 - Video (YouTube)
Video is an effective visual learning tool most likely appropriate to be used in key learning areas such as Science, SOSE, The Arts, Health and Physical Education and Technology. Videos could be useful as a digital pedagogical tool for students to visualise a science experiment; to view historical events such as the embedded clip from YouTube for students to be able to enhance their comprehension through visualisation of trench warfare in World War I; to view a finished piece of artwork and to watch an artistic technique modelled; to view dance movements for productions in The Arts; to watch a game or a sporting technique modelled for Health and Physical Education; and to have an example modelled for Technology. Given that a huge stumbling block for learners of all ages is requiring modelling of the techniques (micro teaching) to the finished assignment or assessment task (macro teaching), videos can play an integral role to student engagement and students' feelings of having the resources necessary to complete the task as noted by Marzano and Pickering (1997). It can be used as a chunking strategy to model tasks for learners but most effectively as a visual pedagogical tool.
The following is an example of a World War I video showing the conditions and reality of trench warfare. It is a more effective tool due its multi-modality than just viewing a picture.
The following is an example of a World War I video showing the conditions and reality of trench warfare. It is a more effective tool due its multi-modality than just viewing a picture.
Reflective synopsis
The inclusion of information and communication technologies (ICT) in educational environments has been considered an essential learning for some time now as technology continues to form an integral part of modern day society. It pervades our everyday life through electronic appliances, computers, mp3 players (most commonly ipods) and communication devices (most commonly mobile phones). Prensky (2001) states that “computer games, email, the Internet, cell phones and instant messaging are integral parts of their lives.”
It is our responsibility as Learning Managers in the 21st century to facilitate learning experiences to teach children technological competency for everyday life. As noted by Prensky (2001) “today’s students are no longer the people our educational system was designed to teach.”
According to Waterhouse (2003), e-learning involves improving teaching and learning using instructional strategies enhanced by technology, especially computer technology (p. 3). At a very basic level e-learning is using information communication technologies (ICTs) to engage, enhance and extend learning in pedagogically sound, flexible and innovative ways.
This reflective synopsis is designed to identify and address the relevant applications and uses of ICTs to constitute higher-order thinking, deep knowledge and connectedness amongst students.
ICT is best used as integral to learning (rather than merely integrated into learning). This means that learning is facilitated through the use of digital pedagogies in ways that it was not possible without ICT. Learning is transformed through digital pedagogy.
Ultimately, the possibilities of managing e-learning in an educational classroom setting are endless. Given that in this technological day and age, digital communication is so commonplace, the implementation of an e-classroom was inevitable. Here is a slideshow of the possibilities that can be achieved through e-learning.
eConfidence & Connection - Inspiring and Scaffolding our Students through eLearning
View more presentations from Rachel Boyd.
I found this digital presentation by Rachel Boyd inspiring, informative and enlightening. My personal experience with digital learning tools and technology in particular has been very limited. Only recently I have purchased a new phone and am amazed at the technology available at my fingertips. Such is the same situation pertaining to digitial pedagogical practices incorporating the learning tools we are learning in this course.
Greg Kearsley and Ben Shneiderman's learning theory has been conducive in my learning and personal competency of these digitals tools. “By engaged learning, we mean that all student activities involve active cognitive processes such as creating, problem-solving, reasoning, decision-making, and evaluation. In addition, students are intrinsically motivated to learn due to the meaningful nature of the learning environment and activities. Engagement theory is based upon the idea of creating successful collaborative teams that work on ambitious projects that are meaningful to someone outside the classroom. These three components, summarized by Relate-Create-Donate, imply that learning activities: occur in a group context (i.e., collaborative teams), are project-based, have an outside (authentic) focus” (Kearsley, 1999, p.1). Implementing this theory, creating collaborative working environments for students to learn and work through activities with ICTs will assist students to engage and enjoy the lessons and develop more meaningful perspectives to the lessons.
The digital teaching tools I will be using in my classroom to engage students will include creating a Blog and/or a Wiki, Voki Avatars, Text2mindmap, and PowerPoints. An ultimate goal I would like to achieve is the interactive classroom website creating an open communication forum for parents, community members and other stakeholders to engage in. An example of this is demonstrated here:
References:
Kearsley, G & Schneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning
Krause, K.-L., Bochner, S., & Duchesne, S. (2003). Educational Psychology for learning and teaching. Southbank, Victoria: Thomson, Nelson Australia Pty Limited.
Prensky, M. (2001). Digital Natives, Digital Immigrants. MCB University Press, October Vol, 9.
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