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.
3 Comments
Gary Holmes
3/27/2017 10:14:40 pm
Thanks Erin. Great work again. This is evidence of your understanding and skill development. You have a nice balance between the text visual ICT tools. Both techniques are able to get your messages across to the viewer. Well done.
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Belinda
3/30/2017 01:11:29 pm
Love your reflections Erin! They are truly so helpful to me, thank you. Your way of condensing ALL our weekly readings in to a really clear, easily-understood analysis and breakdown is amazing. And loved that catchy song. Surely that wall street friend is now a convert.
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Shannon Rasmussen
4/16/2017 07:19:40 pm
Some great points! I didn't realize how much of the population were visual learners! What a great fact to know! Also, how amazing does Pear Deck look as a software? I will definitely have to give it more of a look! Thank you :)
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AuthorErin Rook |