Reflection 5.1-5.3 Presentation tools
With PowerPoint I thought I was pretty competent when it came to doing presentations for university. Although, after reading our learning resources and investigating the links further for this week, I found out that PowerPoints can be interactive. This discovery blew my mind because I’ve only used them for oral presentations. It is unbelievable what PowerPoints are capable of doing. An example which I found impressive was the use of buttons to make a quiz presentation.
What is Prezi?
I think a lot of us will be answering this question with a huge question mark, because I know I am. This is defiantly a software I know nothing about apart from it being a presentation software. Therefore, being a visual learner I found the below video very helpful.
When I was at school PowerPoints were only starting to be introduced with the use of interactive whiteboards. These PowerPoints allowed more time in class for discussion as the teacher already had the notes typed. This ICT decreases the use of the time consuming whiteboards. It also provides the opportunity to put in audio and videos. PowerPoints allow the ability to interact with multiple learning styles.
An example of the SAMR model is shown below for physical education.
P.S. Thank you Belinda for introducing me to the table app.
Make sure to check out Belinda's Blog - it's fantastic!
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Reflection 4.1 - Images
Q: Write a blog reflection, identifying the learning purpose of a) using images/visual representations created by others, and b) learner-generated images/visuals. Then think of your pedagogy, and content. How could the use of images/visuals be supportive of learning in your own teaching context? Use the SAMR model (as usual, and for the balance of your explorations of technologies) to propose the use of images/visuals (both learner-accessed, and learner-generated) in your own classrooms at each level of the model. A: “According to Mind Tools, 65% of the human population are visual learners. That’s two out of every three people you communicate with everyday” It has been proven that a majority of people learn from images, the message penetrates that we as teachers should implement the importance of images in the classroom. When an image is shown with relation to a learning outcome, this can furnish a taxonomy for understanding a topic. If images or a visual representations is created by either the teacher or others this can have a significant impact when the image is connected with a verbal explanation. Once the students themselves start using the images they then start understanding the concept at a higher order of thinking. Therefore, creates greater learning outcomes. A great resource I came across was Pear Deck. This is a great resource when it comes to image/visual presentation because it not only shows images and a slideshow but the students can also interact through the live slideshow. It’s a great idea especially for the “clicker” generation as Pear Deck provides live text responses, numbers, drawings, draggable pins and images, multiple-choice questions and more. This also provides the teacher with the opportunity to see where the individual students are currently at knowledge wise. The students are able to interact with the teacher and also learn from the other students. This creates a effective learning strategy for images and visual presentations.
The Pear Deck resource is great for both learner-assessed and learner-generated as the teacher creates the images/visual presentation and the students can add to this resource live with other images or visual during class. I’ll use this resource in the SAMR model.
Reflection 4.2 - Podcasts
Q: Write a reflection that documents your exploration of podcasting. Then think of your pedagogy, and content. How could the use of podcasts or audio recording be supportive of learning in your own teaching context? Use the SAMR model (as usual, and for the balance of your explorations of technologies) to propose the use of audio (both learner-accessed, and learner-generated) in your own classrooms at each level of the model. A: I’ll start my reflection with the following video about podcasts. WARNING: Very catchy!
From my exploration of podcasting I found some of the softwares confusing. Although I liked the concept of Garageband, even though I won’t be teaching music. A way I thought I could use Garageband is by having the students in HPE create motivational music for a workout or game. Also I believe podcast can be a great tool for assessment pieces, especially speeches. In a class, if an assessment piece is to conduct a speech the students can record their speech with the addition of adding music to make it more effective. These speeches can then all be uploaded to wiki so others can listen to other students’ podcasts.
Click on the Vocaroo link to listen to a podcast done by a student about their beliefs.
A podcast can also be effective with marking assessment for students. The teacher can record their voice with the feedback for the student. Podcasts are great for both teacher and student learning as it gives the students the opportunity to be creative with making a podcast, which creates learning avenues in ICT, content and communication. Podcasts are also able to assist with improving listening skills. The following SAMR model can be used for all subjects.
P.S: Learnt how to embed a Vocaroo link this week into my blog
Reflection 4.3 - Video
Q: Write a reflection that documents your exploration of video use and creation. Then think of your pedagogy, and content. How could the use of student generated, and student accessed video be supportive of learning in your own teaching context? Use the SAMR model (as usual, and for the balance of your explorations of technologies) to propose the use of video (both learner-accessed, and learner-generated) in your own classrooms at each level of the model. In this exploration, you may wish to assess a range (your choice) of tools for video production as well as video resources online. A: From past experience with video, I use to have Windows Movie Maker on my computer. Due to my computer having it I went in there once and had a play around with it. After hours of playing around with it I ended up making a small video. Unfortunately, this software is now unavailable but there are plenty of other options out there that are free. One software that is similar to the Windows Movie Maker was the VideoPad video editor. By using videos in the classroom, the students will retain more information, they will understand the concept more rapidly, and they are motivated about what they are learning about. The students are most likely to watch the video over and over again to gain understanding of the topic. Myself as a current university student, I watched a video about “Growth Mindset” in another subject by Carol Dweck to gain more understanding of the topic. I now can remember most of the key elements from that video. This video is now a video I suggest to everyone to watch because it is so powerful.
Video can also help with taking students on impossible field trips, for instance in science, exploring inside the human body or the universe. In science videos can be shown of experiments that can’t be performed in the classroom. By using this ICT it can reach children with an array of learning styles, especially visual learners and it can begin to dismantle social stereotypes.
Below is an SAMR model used in science and the task could be a habitat study where the students have to explain what a habitat is and what is required to keep a habitat in balance.
Reflection 3.1
Q: Think about the technical features of blogs, including the editing potential, types of multimedia and other content they can support, networking and collaboration. Link your thinking to Week 1 (the nature of your learners) and Week 2 (the nature of pedagogy). How could you use blogs in your teaching context? A: When first writing up my first blog it was unbelievable how you could transition the themes and blog styles to suit your unique character. Tools vary widely enabling the opportunities to edit the blog and also the blog layout. Additionally, the blogs still allow for editing once the blog post has been submitted. This can help with adding new ideas to the current post. For instance, with students, they can look at other students post and like an idea so then they can go back to their current blog and add that idea towards the post. In most blogs they allow the basic of uploading images to the posts. Although, some blogs will enable the use of uploading video, plus, audio, podcasts and mp3. This gives a wide array of multimedia use in blogs and also an increase in knowledge when applying those multimedia sources. With the video side, in some cases the video made might be a large video size, therefore taking up a lot of space. It would be advised to upload the video onto YouTube, and then use the embedded feature to embed the video into the blog post. Furthermore, blogs are a great tool when it comes to sharing ideas with others and networking with those people and others. By having the option to have a comment section allows for interaction and discussion about the blog post. These comments can also be removed, in case of unwanted contributors. Blogs are all about writing down thoughts, ideas and sharing resources. Also for the tech-savvy users, they can subscribe to the blog by using the RSS feeds. This creates the opportunity for people to follow your posts due to their interests. Moreover, due to the nature of the learners these days, being more interactive with technology in the classroom and having a shorter attention span, it is ideal to introduce and expand on the use of blogs. By implementing blogs with Generation Z, it not only makes it fun for them but during their interaction with writing frequent blogs, they will also become a better writer. Plus, with this generation they love feedback and blogs gives them that chance. By using Blooms Taxonomy and the SAMR model, it should enable a pedagogy that creates a transitions from the lowest to the highest-order of thinking with the use of development of technology in certain stages.
In teaching, blogs could be used to share ideas about a certain topic which will give the students the chance to apply the knowledge they just learnt. This will also allow myself, the teacher to track who is on track and who isn’t. For example, in HPE, I could get the students to make a daily blog about nutrition and exercise. This blog would possibly include a table about what they ate for breakfast, morning tea, lunch, afternoon tea and dinner. Plus, what exercise they did for the day and how much water did they drink. Then at the end of the post they could evaluate the day and write ways they could improve their lifestyle to be healthier. This allows the students to apply the knowledge they learnt in class into the real world.
Reflection 3.2 Q: Write a blog reflection, identifying the functionality of your wiki. Then think of your pedagogy, and content. How could your wiki be useful for teaching in your own teaching context? Use the SAMR model (as usual, and for the balance of your explorations of technologies) to propose the use of wikis in your own classrooms at each level of the model. A: Honestly, I find Wiki really hard to understand, although the functionality of having a wiki includes the use of adding projects and blogs but with the option of having a discussion with others. Wiki is also great because it allows for other people to edit posts or projects. By having wiki it can be useful with my pedagogy because I can add what the class is going to be doing before the lesson and then the students can view it before coming to class. This allows the students to get an overview about what the lesson is going to be involved. Reflection 3.3 Q: Write a blog reflection, identifying the functionality of your website. Then think of your pedagogy, and content. How could your website be useful for teaching in your own teaching context? Use the SAMR model (as usual, and for the balance of your explorations of technologies) to propose the use of websites in your own classrooms at each level of the model. A: Weebly website is an easy drag and drop concept which makes the layout of the website very easy to chop and change. It is also simple to create multiple pages, then have a page with a different layout, for instance blog layout. The website also has all the options of embedded media, documents, links and so on. The use of website like weebly could be used in various way. I could make a tab for assessment tasks where the students can go and have a look at their assessment tasks required. Could put a lesson schedule page where the students can go to see what the schedule is for the lesson they are going to. There are many ways a website could be used. Another great one would be resources and learning activities. For example, an activity the whole class can use is quizlet or kahoot. An example of using the SAMR model would be with nutrition as I explained in a previous reflection.
Reflection 2.1
With this table I really struggled trying to understand what it was asking. Anyway I gave it a go and hopefully it is on the right track of thinking.
REFLECTION 2.2: Write a reflection that draws together Blooms Taxonomy, your understanding of pedagogy and the SAMR model as it relates to your teaching context.
Blooms Taxonomy – Firstly, I looked everywhere to try and understand the concept behind it and couldn’t find anything that helped my understanding. It was not until I went to the tutorial yesterday (13/3/2017) and another student explained it to me in a way I understood (you know who you are). I believe that Blooms Taxonomy has a positive effect that should be used in our pedagogy. To enhance the students leaning capabilities Blooms Taxonomy helps the teacher understand what needs to be done at each level (knowledge, comprehension, application, analysis, synthesis and evaluation). If a teacher gets to the top of the pyramid, which is evaluation, this is the highest level of thinking amongst students. Pedagogy is defined as how we teach and I believe Blooms Taxonomy is a great tool to be implemented into the classroom as it not only has steps from low-level of thinking to high-level of thinking but it gives the teacher goals each lesson.
In relation to Blooms Taxonomy and the SAMR Model, it introduces a way for technology to be included in the classroom starting off with the lowest level, substitution, to the highest level of redefinition. In a Health and Physical Education classroom, an example of using Blooms Taxonomy and the SAMR model at the highest levels would be using the use of a mobile phone app called ‘Coach’s Eye. Coach’s Eye can be used to film fundamental motor skills and also video analysis. From this app, they can then draw lines on the person to find out distances and angles, and once done analysing, they can then share with other students. This use of ICTs in the classroom, uses the highest level of thinking in Blooms Taxonomy and redefinition in the SAMR model.
Personally, Coach’s eye is not only a great ICT tool in the classroom but the students can also implement this tool outside of school in their hobbies or sport. This gets the students thinking about other aspects of the app. P.S. I think I'm getting the hang of these blogs. References Carrasquillo, J. (2015, November 19). Coach’s eye all access [Video file]. Retrieved from https://www.youtube.com/watch?v=zJ-mt13ubSk
Q: On a scale of 0 (totally unprepared) to 10 (totally ready) to teach with ICT in your classroom, where would you rank yourself?
I believe my ranking would be a 4. Even though I am young (21 years old), I have never liked technology because I’m a very outdoorsy person. Plus, I can’t sit in the one spot wasting time, for instance, scrolling through Facebook – which I no longer have. My experiences with technology mainly include the use of a tablet/laptop for study, my phone for phone calls and messages and my fitness tracking watch. I’m not your typical 21 year old that takes selfies, listens to music or engages in social media. My parents, especially my dad, absolutely dislikes technology and I think that’s where I get my opinion of technology from. I have always tried to stay clear from any other type of technology, due to the fact I haven’t been interested or I think it’s a waste of time. Although, due to the fact that I’ll be teaching generation Z who now have 5 screens to focus on compared the millennials which had 2 screens. I’ve got to build up my confidence with opening up to new experiences with technology. Hopefully this unit will help with understanding the importance of ICT’s in the classroom and how to teach it to the up and coming generation. Q: Identify your present values and beliefs about ICT in the classroom. After brainstorming ideas on how I could incorporate ICT’s into a HPE classroom. It’s interesting what I thought of and what I found. In today’s internal tutorial with Gary Holmes I talked about using fitness tracking watches to help engage students. Fitness tracking watches are great idea because you can use it to find heart rate, steps, calories, GPS and so on. With these you could incorporate it into one of the curriculum topics, for instance, biomechanics. Therefore, I do value and believe that ICT’s in the classroom is a massive boost to student engagement. Although, due to my lack of inexperience, I believe I’ll be learning more from the students. For the HPE/PE students attached is another great idea of incorporating ICT’s into the classroom, which makes the students move their bodies. |
AuthorErin Rook |