I have come to realise how important it is that we as teachers understand know how to use these new tools. These tools are becoming an increasingly large part of this generation’s lives. A professor quoted by M. Prensky part in interestingly by saying that students’ “short attention spans are [only] for the old ways of learning” (Prensky, p. 64). Therefore it is our duty to take up the responsibility to present learning in a way that students can relate to and be engaged. It is about using the digital tools to support the learning that is taking place. This in turn will provide students with a greater opportunity to learn.
I know it is hard to keep up with ‘the rapidly changing knowledge economy of the 21st century’ (Fleming, 2001, p. 56), but we are in an ever changing society and if you can’t survive here, go survive somewhere else. We need to be teachers who have the attitude of lifelong learners. Learning does not stop when we finish school or university, we continue to learn but in different ways. We can learn in formal, non-formal or informal contexts. We need to become independent learners who are ‘able to continue learning in ranging contexts with or without instruction’ (Fleming, 2001, p. 57). This attitude we take on should then be modelled to students so they will become lifelong learners.
I found that by commenting on other peoples’ blogs I began to think more deeply about the topic. For me it brought more thoughts to the surface that I could share. I found that it was a very encouraging learning environment (appendix 1 and 4). It was also a great way for me to learn from others and get ideas and tools from them that I could apply in my own blog (appendix 3 and 5). There was one point when I was having trouble putting my Prezi onto my blog. I saw that Hannah had a Prezi on her blog so I asked her on her blog how she did it (appendix 2). This has been a big learning curve for me so to have the support of other bloggers around helped ease the learning process. Commenting helps to process thoughts, gives food for thought for other viewers.
There are a number of tools that this blog has covered ranging from Websites to Prezis from images to Wikis. They are all great tools that should be considered when planning learning experiences. These tools are not here to be the ‘platforms for teaching but the tools to enhance the learning process' (Reflective Synopsis of Technologies Investigated, 2010). So now I will go into more detail on four particular tools that help support and encourage student learning of students and my professional learning. These four tool are:
- Websites
- Concept maps
- Blogs
-Videos
Have you ever heard these statistics before:
10% of what we read
20% of what we hear
30% of what we see
50% of what we see and hear
70% of what we say
90% of what we say and do
When first reading these statistics you probably thought they could relate to your own learning and generally they would. Did you every stop to consider the ‘unlikelihood that learners would remember 90% of anything, regardless of the learning approach’ (Fadel & Lemke, 2008, p. 3). The tools you use to engage students is important because if done properly you may see an increase in the capacity for your learners to retain information. These four tools are only a few that can help support and encourage learning.
Websites
Websites are a place where you can access and gain new and interesting information. They can inform us of events and news. In education websites are seen to be references for assignments containing information, statistics and research. What would happen if we flipped the rolls and the students, instead of being the viewers and readers, become the creators of their own websites? Take a look at my ‘Website’ post for a few ideas on how websites could be incorporated into students’ learning and to support their learning journey.
All learners have their strengths and weaknesses when it comes to how they best learn. Howards Gardner noticed that learners have variety of abilities for different areas and they are called the Multiple Intelligences or the ‘Smarts’ (Fasso, 2010). They are as follows:
(Cheek, 2006)
As teachers we need to know our learners and know what areas they thrive in. Only then will we be able to create a learning environment where students feel they can achieve and be challenged in different areas. The Multiple Intelligence theory can be apply when using websites to support learning tasks. When creating a website students are using the following intelligences:
- Kinaesthetic – students using their hands to apply their knowledge by creating a website.
- Linguistic –use there writing skills.
- Logical – depending on the topic.
- Interpersonal – when collaborating to create a website.
- Intrapersonal – creating a website independently.
- Musical- can add music to the site.
- Visual – can add images and videos to the site.
- Naturalistic – depending on the topic.
Concept Maps
Concept Mapping can go two ways. Either it can confuse you and get you stressed or it can be a tool that helps you process your thinking and gives your brain the license to be creative and use your imagination flow. A concept map ‘is a valuable tool for information organisation, chunking and linking for transfer to long-term memory’ (Fasso, 2010). They give the user the opportunity to see the bigger picture of the task and from there they can plan their journey.
When we learn new knowledge our brains work to link or compare that knowledge with existing knowledge. ‘As a result, learning is quicker, more effective and is understood to a deeper level’ (Fasso, 2010). If there are students in your class that have trouble retaining information over a long period of time then maybe try using a concept map to help them link knowledge. This will help them transfer the knowledge into their long-term memory and develop the use of their higher order thinking.
When creating my concept map on bubbl.us it helped me process and think through the weeks materials in a simpler form. When I had finished I was able to see how each topic linked.
Blogs
There are endless possibilities to how blogging can support and scaffold students’ learning. A tool like this can transform information to develop new understandings (Fasso, Weekly Blog Reflections - Instructions, 2010). Dominic Ouellet-Tremblay, a fifth-grade student describes blogs as ‘giving us a chance to communicate . . . and motivate us to write more. When we publish on our blog, people from the entire world can respond by using the comments link’ (Downes, 2004). As teachers we want to see our students motivated to learn and enjoy the learning process. Richardson comments saying that blogging and other technologies seem ‘to be closer to the way we learn outside of school, and I don’t see those things happening anywhere in traditional education’ (Downes, 2004). It’s true, why don’t we use this technology to our advantage.
There are many benefits to using blogs in the classroom. For instance it can encourage higher order thinking. By incorporating de Bono’s Six Thinking Hats into the students writing they will develop the way they think and process information when writing. Therefore students produce posts that have more depth. Students can also use the six thinking hats and their blog to post reflective journal entries of their learning throughout the term. If you have a look at my Blog post it will give further detail on how blogs support students’ learning.
Videos
Videos is one of many great ways for learners to present their new found knowledge to an audience. Digital video is a communication tool, observation and analysis tool and a reflective tool (Schuck & Kearney, 2003-2004, pp. 8, 9). If teachers implement the tool correctly into the classroom the students will be able to develop these skills which then can flow into other areas of their learning. Digital video can be a great alternative for assignments for students that have trouble writing or talking in front of the class. The can still present the same information it is just in a different format.
Providing students with authentic learning experiences is important if you as a teacher want an engaged class. Studies have shown that digital video provides students with authentic learning opportunities where their skills are ‘used in real-world context, to develop life skills and to be produced for a real audience’ (Schuck & Kearney, 2003-2004, p. 9). Therefore this motivates students because they see a purpose in what they are creating.
Here is a list of outcomes digital video can provide for any learner:
- ‘Develop Understanding
- Motivating students
- Increasing student autonomy
- Promoting active learning in the classroom
- Providing opportunities for group learning and language development
-Developing technological and digital literacies
- Fitting with their own preferred roles and approaches to teaching
- Extending their personal interests in movie making.
- Developing of spoken and written literacies
- Improvements in presentation skills
- understandings of the subject content or topic
- Increase of meta-cognitive skills’.
(Schuck & Kearney, 2003-2004, pp. 7, 9)
See my Video post that gives an example of how videos can support students’ learning.
In the future as a professional I want to be seen as a teacher who embraces new tools and technologies and uses them to scaffold my students’ learning. I know there is so much potential in these tools to create a learning environment where students are engaged and motivated to learn. I have come a long way in my personal learning journey with technology and I intend to continue this journey as a lifelong learner and hopefully my students will grasp the same attitude.
Appendix:
1. http://sjbedville.blogspot.com/2010/08/blogs-and-me.html
2. http://hannahgreer00.blogspot.com/2010/08/prezi.html
3. http://catherineselearningjourney.blogspot.com/2010/08/powerpoints.html
4. http://kellieselearningjourney.blogspot.com/2010/07/digital-tool-1-blogs-for-learning.html
5. http://s0197188.blogspot.com/2010/08/reflective-synopsis-of-technologies.html
References:
Cheek, B. (2006, December). Multiple Intelligencies. Retrieved August 26, 2010, from GP-Training: http://www.gp-training.net/training/educational_theory/multint/multint.htm
Downes, S. (2004, October). Educational Blog. Retrieved August 26, 2010, from EDUCause: http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920
Fadel, C., & Lemke, C. (2008). Multimodal Learning Through Media: What the Research Says. Retrieved August 26, 2010, from cisco: http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf
Fasso, W. (2010, July 7). Active Learning, Learning Diversity and the Theory. Retrieved August 26, 2010, from Moodle: Managing E-learning: http://moodle.cqu.edu.au/mod/resource/view.php?id=91792
Fasso, W. (2010, July 7). Weekly Blog Reflections - Instructions. Retrieved August 26, 2010, from Moodle: Managing E-learning: http://moodle.cqu.edu.au/mod/resource/view.php?id=99064
Fleming, J. (2001). EDED11449 Principles of University Learning Study Guidy. (P. Warnock, L. Reynolds, & B. Bird, Eds.) Rockhampton, Queensland, Australia: Central Queensland University.
Prensky, M. (2005, September). Engage me or Enrage me What today's learners Demand. Retrieved August 25, 2010, from EDUCause: http://net.educause.edu/ir/library/pdf/erm0553.pdf
Schuck, S., & Kearney, M. (2003-2004). Students in the Director's Seat: Teaching and Learning across the School Curriculum with Student-generated Video. Retrieved August 26, 2010, from Educational Development: http://www.ed-dev.uts.edu.au/teachered/research/dvproject/pdfs/ReportWeb.pdf
(2010, August 18). Reflective Synopsis of Technologies Investigated. Retrieved August 25 2010, from Digital Immigrants Diary: http://s0197188.blogspot.com/2010/08/reflective-synopsis-of-technologies.html
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