Since the 1990’s there has been a massive boom in Information Communication Technologies (ICT). This has opened up limitless opportunities for enhancing learning environments. Tools such as webquests, ePortfolios, Youtube, PowerPoint, wikis, blogs and Wikipedia are just some of the ways educators can take learning to a new level.
Current learning theories suggest that students need to be able to “relate”, “create” and “donate” (Kearsey, & Shneiderman, 1999) within their learning tasks, be engaged and interested (Prensky, 2005) and be supported within a flexible network containing resources and learning supports (Oliver, 2001). Through experimentation with ICT tools, I’ve seen just how these tools could be used to provide an effective learning environment. ICT has now allowed learning:
- To be engaging, relevant and fun,
- To move from a desk to anywhere and anytime,
- To incorporate knowledge from the greater community and the world,
- To relate first hand with real and authentic tasks,
- To have access to unlimited resources and information,
- To be supported through extensive collaboration and networking opportunities, and
- To be shared and developed beyond the initial learning task.
This blog is actually an assessment for a course in eLearning. It’s given me the opportunity first hand, to experience web-based learning. I’ve learnt so much through experimentation with ICTs and have through this blog, created a resource for my teaching and learning that can develop and grow in years to come. It would have been great to collaborate more with my peers on these posts, and although I did follow many blogs and make comments, it didn’t seem to stimulate the interaction I would have liked. Having a personality that wants to grasp the big picture before taking action didn’t help in getting posts published sooner, which in turn would have allowed more time for peers to interact. The opportunity to view my peers’ blogs did however provide opportunity to see different perspectives and create motivation in making my blog interesting and relevant. I also appreciated the reliable interaction with Scot Aldred, my lecturer, and my peers through the learning system Moodle. I was particularly impressed by the quality of the skype conference recordings, which were helpful and made me feel, as a distance student, more connected.
This learning experience has given me resources to enhance my future in the music education industry. Each tool in some way or another could be used. In particular I value the ICT tools that enable music to be shared and collaborated on. I can see now how ePortfolios (through sharing music and projects), royalty free music (to use as examples and enhancements), Youtube (for access to unlimited music videos), interactive animations (to make music theory fun) and online quizzes (to encourage students to do their homework), could quickly become a part of my teaching today. This blogging experience has opened up a door of opportunities that go well beyond the scope of this blog.
Many ICT tools have been discussed in this blog and how they could be used practically and in relation to learning theories. However, ICT is a domain that can never really be harnessed. Within two decades the Internet use has grown from basically nothing, to people carrying it around in their pockets. By the time the majority of the population grasps a new technology application or device, technology has moved on and we are again left behind. Maybe we should be encouraging teachers and students to accept and welcome change and learn 'how' to keep abreast with ICT developments instead of training them in using specific, current technologies. The emphasis should be on developing the ability to be an independent and continual learner in a digital world where change is the constant. No one can ever afford to assume they know everything about ICT. Instead, we all must grasp one simple statement:
Never stop learning, because the eLearning journey is never ending...
References:
Kearsey, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved July 19, 2009, from
http://home.sprynet.com/~gkearsley/engage.htm
Oliver, R. (2001). Seeking best practice in online learning: Flexible Learning Toolboxes in the Australian VET sector. Australian Journal of Educational Technology, 17(2), 204-222. Retrieved August 10, 2009, from html://www.proquest.com/
Prensky, M. (2005). Engage me or enrage me. Educause Review, Retrieved July 22, from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Friday, August 21, 2009
Top 10 Tips for Using Technology in the Classroom
This YouTube video summarises the use of ICT tools in the classroom.
Google Earth: The World in Our Hands
Google Earth is a tool I will play with for hours. I have always been aware of this application, but never really considered its use in education. It doesn’t need much thought though, as it can be used to show students exactly what a particular country looks like or any location that is being studied regardless of the curriculum area. There is also the added benefit of Google Street View and Google maps.
Maps have always been a bit disconnected from reality, yet Google earth allows students to relate and interact with their map. Prensky (2005) believes that students today have so much interaction in their everyday life that school work is in comparison, non relevant. Google earth can bring relevance to the curriculum. Tasks could be given that are similar to a treasure map, so that students are required to find specific landmarks in order to reach their destination, or areas of degradation of the environment illustrated first hand through exploration on Google earth. The opportunities are endless, the technology unbelievable and we literally have the world in our hands.
Reference:
Prensky, M. (2005). Engage me or enrage me. Educause Review, Retrieved July 22, from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Maps have always been a bit disconnected from reality, yet Google earth allows students to relate and interact with their map. Prensky (2005) believes that students today have so much interaction in their everyday life that school work is in comparison, non relevant. Google earth can bring relevance to the curriculum. Tasks could be given that are similar to a treasure map, so that students are required to find specific landmarks in order to reach their destination, or areas of degradation of the environment illustrated first hand through exploration on Google earth. The opportunities are endless, the technology unbelievable and we literally have the world in our hands.
Reference:
Prensky, M. (2005). Engage me or enrage me. Educause Review, Retrieved July 22, from http://net.educause.edu/ir/library/pdf/erm0553.pdf
ePortfolios: A Steep Learning Curve to a World of Opportunities
I kept putting off my research and experimentation with ePortfolios, namely Mahara, simply because it didn’t seem that simple to use. The learning curve however, is worth it when looking at the benefits. Students and teachers alike can use ePortfolios to upload projects, images, documents and other files. So, to begin with, it can be used as a file storage system. From these ‘artefacts’, users can develop ‘views’ that are viewable to predetermined groups. These views can be used to present assessment, facilitate research and discussion, as a showcase for an individual’s abilities and even as an online resume. In this digital world, the ability to navigate and use ICT is as important as the information being conveyed. ePortfolios can demonstrate ICT skills to assessors, employers and whoever is viewing. They literally become a showcase of the user’s abilities that can be constantly updated and used in many contexts for many years to come.
Sites such as Mahara are also a community, making learning more connected through collaboration. This ePortfolio website houses a community surrounding the University of Denver. There are many networking possibilities of a fully developed web-based community such as this. The connections allow for better curriculum development through ongoing feedback, better coordination across different faculties and also community involvement.
Sites such as Mahara are also a community, making learning more connected through collaboration. This ePortfolio website houses a community surrounding the University of Denver. There are many networking possibilities of a fully developed web-based community such as this. The connections allow for better curriculum development through ongoing feedback, better coordination across different faculties and also community involvement.
WebQuests
A WebQuest may be defined as, “An inquiry-orientated activity in which some or all of the information that learners interact with comes from resources on the Internet” (Dodge, 1995, cited in March, 2004). I had actually never heard of WebQuests before and initially they seemed a bit gimmicky. When I looked closer however, and visited some WebQuests, I realised that this tool could really capture an audience and make tasks seem much more meaningful.
WebQuests are an excellent platform from which to undertake problem based learning activities. Problem based learning can be described as a method of learning where students take control and responsibility of their own learning, learn a general set of useful skills and in the process acquire and retain content (CQU, 2002). It is usually undertaken in a group, making WebQuests perfect for bringing together and organising information from a variety of sources.
Due to the time teachers would need to invest into setting up a WebQuest, it may be more profitable for teachers to conduct WebQuests over an entire term, and if possible integrate different curriculum areas. For instance a WebQuest might require students to solve the problem of supporting a refugee camp in Africa. In this way SOSE, Geography and Maths could be incorporated in exploring a solution to the problem. There is also the possibility joining classes or of connecting with a sister school on the other side of the globe to help spread out the planning amongst teachers.
Best WebQuests (March, 2009) has a great page that deals specifically with music called, Art&Music WebQuests. If I continue to pursue a career in music education in a class setting, I will definitely consider the numerous benefits of WebQuests.
References:
Central Queensland University (CQU). (2002). What is PBL? Problem Based Learning. Retrieved August 20, 2009, from http://pbl.cqu.edu.au/content/what_is_pbl.htm
March, T. (2005). The learning power of WebQuests. Educational Leadership, 62(4), pp.42-27. Retrieved August 19, 2009, from http://tommarch.com/writings/wq_power.pp
March, T. (2009). Best WebQuests. Com. Retrieved August 19, 2009, from http://bestwebquests.com
WebQuests are an excellent platform from which to undertake problem based learning activities. Problem based learning can be described as a method of learning where students take control and responsibility of their own learning, learn a general set of useful skills and in the process acquire and retain content (CQU, 2002). It is usually undertaken in a group, making WebQuests perfect for bringing together and organising information from a variety of sources.
Due to the time teachers would need to invest into setting up a WebQuest, it may be more profitable for teachers to conduct WebQuests over an entire term, and if possible integrate different curriculum areas. For instance a WebQuest might require students to solve the problem of supporting a refugee camp in Africa. In this way SOSE, Geography and Maths could be incorporated in exploring a solution to the problem. There is also the possibility joining classes or of connecting with a sister school on the other side of the globe to help spread out the planning amongst teachers.
Best WebQuests (March, 2009) has a great page that deals specifically with music called, Art&Music WebQuests. If I continue to pursue a career in music education in a class setting, I will definitely consider the numerous benefits of WebQuests.
References:
Central Queensland University (CQU). (2002). What is PBL? Problem Based Learning. Retrieved August 20, 2009, from http://pbl.cqu.edu.au/content/what_is_pbl.htm
March, T. (2005). The learning power of WebQuests. Educational Leadership, 62(4), pp.42-27. Retrieved August 19, 2009, from http://tommarch.com/writings/wq_power.pp
March, T. (2009). Best WebQuests. Com. Retrieved August 19, 2009, from http://bestwebquests.com
Thursday, August 20, 2009
Royalty Free Music!!
Incompetech is a website that contains royalty free music that can be downloaded easily and for without cost. Being in the music education industry, this has opened up so many possibilities! Firstly, you can search for music by genre, instrumentation, mood or feel. This enables me to find examples for students to listen to quickly and easily. Secondly, I can use the music to make my video, Powerpoint, animations, podcasts, and other presentations more interesting. Thirdly, the site can be used in student tasks. For instance, I may ask students to: ‘Find three pieces of music that create an aggressive feel, with each piece using a different set of instruments.’
Incompetech also includes a list of other royalty free music sites:
Jimmy Gelhaar
Jon Roberts
Anthony Kozaar
Audionautix
Danosongs
My exploration of this tool has resulted in Incompetech being bookmarked for lots of future use.
Incompetech also includes a list of other royalty free music sites:
Jimmy Gelhaar
Jon Roberts
Anthony Kozaar
Audionautix
Danosongs
My exploration of this tool has resulted in Incompetech being bookmarked for lots of future use.
Podcasts: A Lecturer in Your Pocket!
Podcasts have many benefits in the educational sphere. I’d never really explored the possibilities until I created an account with iTunes. Now I have access to a never ending supply of podcasts that can be used to educate my students and myself. Podcasts also allow students to learn anywhere and anytime providing they have internet access. This has become the student culture of the digital age where learning takes place wherever you are. When combined with RSS, podcasts from various websites can be accessed in a reader, saving time and making students more likely to use the technology.
Engagement learning theorists (Prensky, 2005; Kearsy & Schneiderman, 1999) support the use of ICT in encouraging students to relate to their learning material. Eash (2006) explains exactly how podcasts can be used to engage students. She states, “Podcasts actively engage students in their own learning. Since they are already used to hand-held MP3 technology, integrating it with curricular content comes naturally. Students even become teachers as they help lead the way during implementation.” Podcasts can also be used as an assessment tool when students are required to make their own podcast surrounding a particular topic. What better way than to teach students how to teach others through sharing information, whilst simultaneously learning about that information!
This video shows how one grade four classroom used podcasting in a project where they were required to illustrate and narrate using ICT technologies.
References:
Eash, E. (2006). Podcasting 101 for K-12 librarians. Computers in Libraries, 26(4). Retrieved August 19, 2009, from http://www.infotoday.com/cilmag/apr06/Eash.shtml
Kearsey, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved July 19, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Prensky, M. (2005). Engage me or enrage me. Educause Review, Retrieved July 22, from http://net.educause.edu/ir/library/pdf/erm0553.pdf
Engagement learning theorists (Prensky, 2005; Kearsy & Schneiderman, 1999) support the use of ICT in encouraging students to relate to their learning material. Eash (2006) explains exactly how podcasts can be used to engage students. She states, “Podcasts actively engage students in their own learning. Since they are already used to hand-held MP3 technology, integrating it with curricular content comes naturally. Students even become teachers as they help lead the way during implementation.” Podcasts can also be used as an assessment tool when students are required to make their own podcast surrounding a particular topic. What better way than to teach students how to teach others through sharing information, whilst simultaneously learning about that information!
This video shows how one grade four classroom used podcasting in a project where they were required to illustrate and narrate using ICT technologies.
References:
Eash, E. (2006). Podcasting 101 for K-12 librarians. Computers in Libraries, 26(4). Retrieved August 19, 2009, from http://www.infotoday.com/cilmag/apr06/Eash.shtml
Kearsey, G., & Shneiderman, B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved July 19, 2009, from http://home.sprynet.com/~gkearsley/engage.htm
Prensky, M. (2005). Engage me or enrage me. Educause Review, Retrieved July 22, from http://net.educause.edu/ir/library/pdf/erm0553.pdf
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