The United Nations Educational, Scientific and Cultural Organisation (UNESCO) ICT Competency Standards for Teachers indicate that teachers must be aware of a variety of subject-specific tools and applications and able to flexibly use these in a variety of problem-based and project-based situations; teachers should be able to use network resources to help students collaborate, access information, and communicate to analyse and solve their selected problems; and teachers should be able to use ICT to create and monitor individual and group student project plans.
Over the last four weeks, coursework has attempted to provide such competencies. This blog posting aims to provide a reflective synopsis of four online tools that have been investigated, each selected from the four sets of technologies presented in the coursework, as well as a justification of the selection based on exploration. An analysis of each of the four tools will be included and based on a reflection of its learning potential and an identification of how it could be used to enhance, support and transform students learning in any context.
The first group of technologies was based around Web 2.0 tools and online spaces where three basic read-write tools were explored and included wikis, blogs and websites. Overall exploration of this group was successful, with each tool being fairly easy to use and manage. Whilst each have strength in the way they allow users to publish, share, network, download and upload to create user-generated content (CQUniversity, 2011), there are subtle differences that may influence learning potential.
Generally, a website is static and visitors cannot contribute to content. While, a blog is usually maintained by an individual therefore only the author can edit the information but visitors can respond and post comments. Wiki, however, was discovered to be a combination of the two offering the same or similar possibilities as well as many others. For this reason, wikispaces have been investigated further. An example of the wiki created for the purpose of this investigation can be found at http://emkdod.wikispaces.com/ (Appendix A). A referral to the blog posting at http://emmakdodson.blogspot.com/2011/03/swot-analysis-wikispaces.html (Appendix B) would be helpful at this time for a critical analysis of Wikis on learning potential
A wiki is an online space where all users and guests can edit, add and remove information, therefore can be seen to greatly support collaboration and communication by encouraging the sharing of information, knowledge, experience, ideas and views. It has been suggested that collaborative learning involving the active exchange of ideas not only increases interest among the participants but also promotes critical thinking (Gokhale, 1995). Additionally, collaborative learning exercises are student-centered and enable students to share authority and empower themselves with the responsibility of building on their foundational knowledge (Myers, 1991 as cited in Augar, Raitman, & Zhou, 2004). While, wikis are playing an increasing role in students’ reflective learning, enabling students to reflect upon their learning and to understand their own learning processes (Parker & Chao, 2007). Furthermore, a wiki is free, reasonably easy to set up and can be scaffolded to facilitate higher order, critical thinking through analytical thinking routines, which can lead the student to think in pre-determined way, ensuring that different perspectives are being considered, and therefore meeting the required outcomes of the task.
To achieve these learning advantages, appropriately integrating the wiki tool into learning design can be executed in many different ways. Examples are included below.
- Scaffolded wikis through analytical thinking routines, in order to analyse and evaluate related topics to the current content.
- A questions wiki on the current unit topic
- An excursion wiki, including reflections on the experience
- Development of research projects, with an ongoing documentation of work
- A glossary wiki with definitions and illustrations of terms contributed to by students
- Designs of experiments and resulting lab reports
The second group of technologies focused on multimedia (images, podcast and digital video). As each of the tools come hand in hand, i.e. video uses both images and audio, the core focus was on the full impact of multimedia on enhancing learning. A combined evaluative analysis of the tools can be seen at http://emmakdodson.blogspot.com/2011/04/pmi-multimedia-images-videos-and-audio.html (Appendix C), as well as examples of a digital movie, image using Picnik and podcast at http://emmakdodson.blogspot.com/2011/04/digital-movie-heres-one-i-prepared.html (Appendix D), http://emmakdodson.blogspot.com/2011/04/fun-with-photos_13.html (Appendix E), http://ekdodson.podomatic.com/ (Appendix F), respectively.
As a whole entity, multimedia enhances learning by combining aural literacy, together with visual literacy, which is increasingly important in the 21st Century literacy set (CQUniversity, 2011), as defined below.
‘21st century literacy is the set of abilities and skills where aural, visual and digital literacy overlaps. These include the ability to understand the power of images and sounds, to recognize and use that power, to manipulate and transform digital media, to distribute them pervasively, and to easily adapt them to new forms.’
(A Global Imperative: Report of the 21st Literacy Summit)
The power of multimedia lies in the fact that it is multi-sensory, stimulating the many senses of the audience (Neo & Neo, 2001). It can enhance, support and transform student learning by evoking an emotional response and therefore can be used as a powerful communication tool. Additionally, its use can enhance the ability to articulate and create ideas, as well as understand the layers of meaning conveyed (A Global Imperative: Report of the 21st Literacy Summit). Multimedia has the potential to transform the way we learn, providing the capacity to engage learners in powerful new ways that take learning on exciting pathways; when learning is pleasurable it can happen more rapidly (A Global Imperative: Report of the 21st Literacy Summit).
Investigation of the three technologies in the group was straightforward, interactive and engaging. Together, they have been discovered to be implemented in many ways that can contribute to enriching the learning experience.
- Images: support critical thinking specifically through the use of thinking routines like see, think, wonder. Teachers can present learning materials with the purpose of engaging thinking (knowledge, understanding, analysis, evaluation) and influencing feelings.
- Podcast: can be used for school projects or assignments, for communication and outreach as well as the possibility of creating an archive of lessons.
- Digital movies: for communication, observation, analysis and reflection where outcomes include higher order thinking, presentation and communication skills, and literacy development.
The third group of technologies included programs for presentation such as Prezi, PowerPoint and Glogster, all of which are interactive and multimodal sources. Prezi proved to be difficult to use and would only really be effective for appropriately selected contexts, with a high nausea risk if not careful. Glogster was enjoyable to use and would be great for some uses particularly poster creation. So, within this group, PowerPoint was investigated further for its versatility and ease of operation. See my investigational attempt of PowerPoint at
http://emkdod.wikispaces.com/Powerpoint+Presentation (Appendix G). Also, refer to the blog posting at http://emmakdodson.blogspot.com/2011/04/glogster.html (Appendix H) for a detailed analysis using De Bonos thinking hats.
PowerPoint presentations encourage and support more professional delivery of teaching and learning materials (Jones, 2003). As a result content becomes more entertaining and interactive, helping to enhance clarity and aid recall of subject matter. PowerPoint slides, which stimulate the visual and auditory senses, should increase students’ arousal levels. Research indicates that arousal influences how individuals encode and store messages, with arousing instructional materials enhance learning motivation and therefore, subsequent learning outcomes (Lavesseur & Sawyer, 2006). When compared to traditional verbal lecture, lessons incorporating PowerPoint slides should better appeal to the variety of student learning preferences. Additionally, the linear structuring typical of PowerPoint can be made more flexible by using hyperlinking options, both within and outside the PowerPoint presentation itself.
PowerPoint can be embraced in the classroom for a variety of uses, as seen below, to support and transform learning.
- Delivering instructional protocols
- Delivery of teaching and learning materials
- Research projects and assignments
- Animated movies
- To exhibit students work
The fourth and final group of technologies was an open-ended selection and involved the use of Google maps, Google documents, Zooburst (interactive digital storybooks), Online timelines and Concept Mapping. All were trialed and/or investigated with each proving to be easy to use, interactive and enjoyable. However, many of the tools mentioned would be particularly effective only when the lesson content calls for it. Concept mapping is the one tool within the group that can be employed frequently for an array of uses, and therefore has been selected for further investigation.
Concept mapping was investigated through Bubbl.us where a completed product as well as a SWOT analysis of its effectiveness can be seen at
Concept mapping can be described as a process through which students, using brainstorming techniques, create a map using keywords that are representative of a specific concept, resulting in a series of words laid out in a graphical representation, with reciprocal connections and links. (Cicognani, 2000). This particular tool has been identified to have a positive impact on the support of students learning. Concept mapping has been associated mainly with text comprehension and organisation of information through the visual representation of information (Cicognani, 2000), which also encourages visual learning which can help clarify thoughts, organise and analyse information, integrate new knowledge and think critically. Further, this tool is very easy to use, required limited technical skill and detail, allowing users to focus on the information exchange without the distraction of a difficult technological environment (Kirkpatrick, 2006 as cited in Parker & Chao, 2007).
Concept mapping can be integrated into learning experiences in order to achieve such advantages. Ideas in which this can be achieved can be seen below.
- To see whether learners can make links between concepts
- For purpose of instruction
- To focus thoughts and ideas
- Provide structure for thinking, writing, discussing, analyzing, planning and reporting
- Make abstract ideas visible and concrete
- Connect prior knowledge and new concepts
Overall, it can be seen through investigation of each technology that ICTs can facilitate higher-order, critical thinking to enhance, support and transform learning, through the use of a variety of tools appropriate to the context of the learning experience and the concepts being discovered. However, in approaching the use of ICT in and out of the classroom it is important to model and educate safe, legal and ethical guidelines. Safety online is a great concern, one that student should be very aware of. There should always be a careful consideration of providing personal information online as privacy issues are applicable when developing personal website and publishing online (CQUniversity, 2011). Additionally, it is important for students to thoroughly understand the implications of uploading and using materials online (CQUniversity, 2011). A consideration of copyright regulations and basic ethics, where the use of some images and materials are restricted, all materials used are appropriately referenced.
References
A Global Imperative: The report of the 21st century literacy summit. The New Media Consortium. Retrieved April 2011 from CQUniversity Course Resources Online EDED20491 http://archive.nmc.org/pdf/Global_Imperative.pdf
Augar, N., Raitman, R. & Zhou, W. (2004). Teaching and learning online with wikis. Proceedings of the 21st Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference, Perth: December 5-8, 95-104. Retrieved April 2011 from
http://www.ascilite.org.au/conferences/perth04/procs/pdf/augar.pdf
Cicognani, A. (2000). Concept mapping as a collaborative tool for enhanced online learning. Educational Technology & Society 3(3), 150-158.
CQUniversity. (2011). Week 2 readings: effective e-learning design. Retrieved April 2011 from CQUniversity e-courses, EDED20491 ICTs for Learning Design. http://moodle.cqu.edu.au/mod/resource/view.php?id=163843
CQUniversity. (2011). Week 3 readings: group 1 technologies. Retrieved April 2011 from CQUniversity e-courses, EDED20491 ICTs for Learning Design. http://moodle.cqu.edu.au/mod/resource/view.php?id=163846
Gokhale, A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education. 7(1), 22-30.
Jones, A. (2003). The use and abuse of powerpoint in teaching and learning in the life sciences. Bioscience Education E-Journal, 2. Retrieved April 2011 from http://bio.ltsn.ac.uk/journal/vol2/beej-2-3.pdf
Levasseur, D. & Sawyer, J. (2006). Pedagogy meets powerpoint: A research review of the effects of computer-generated slides in the classroom. Review of Communication, 6 (1), 101-123.
Neo, M & Neo, K. (2001). Innovative teaching: Using multimedia in a problem-based learning environment. Educational Technology & Society 4 (4).
Parker, K. & Chao, J. (2007). Wiki as a teaching tool. Interdisciplinary Journal of Knowledge and Learning Objects, 3, 57-72.
United Nations Educational, Scientific and Cultural Organization (UNESCO), (2008). ICT competency standards for teachers. Competency Standard Modules. Retrieved April 2011 from CQUniversity e-courses, EDED20491 ICTs for Learning Design. http://moodle.cqu.edu.au/mod/resource/view.php?id=163846
Appendices
Appendix A. Retrieved from http://emkdod.wikispaces.com/
Appendix C. Retrieved from http://emmakdodson.blogspot.com/2011/04/pmi-multimedia-images-videos-and-audio.html
Appendix D. Retrieved from http://emmakdodson.blogspot.com/2011/04/digital-movie-heres-one-i-prepared.html
Appendix E. Retrieved from http://emmakdodson.blogspot.com/2011/04/fun-with-photos_13.html (Appendix E),
Appendix F. Retrieved from http://ekdodson.podomatic.com/
Appendix G. Retrieved from http://emkdod.wikispaces.com/Powerpoint+Presentation
Appendix H. Retrieved from http://emmakdodson.blogspot.com/2011/04/glogster.html
Appendix I. Retrieved from http://emmakdodson.blogspot.com/2011/04/digital-tool-online-concept-mapping.html
