Images can be re-sized using a variety of tools. To re-size the image below I used Microsoft Office Picture Manager. It is very simple to use and the program also allows for other basic editing.
It is easier and quicker to upload images to an online space when it is re-sized to a more suitable size. Some programs and online spaces only allow upload or embedding of images of a certain size. It is thus essential to know how to do this.
A website called Picresize allows you to upload an image from your computer; crop, re-size the image and save the re-sized image to your computer. Additionally, it permits you to rotate and/or add basic special effects.
Above: A pond lily. One of the first few photographs I took after receiving a digital camera for Christmas.
Flikr is a website that allows users to create a free account, upload and share images
and videos. Images/Videos can be shared privately or openly so that anyone can
view it. Media can be uploaded from the internet, mobile phones, tablets,
computers, laptops etc. Additionally, media can be embedded to blogs or
downloaded to personal computers.
Flikr
allows for collaborative organisation of media. If the owner of the media gives
other users permission they can add comments, tags and notes. Additionally,
groups can be created on Flikr that allows members to share photos, comment on
and start discussions. Friends can also be added.
Most
of the media is covered under the Creative Commons License that offers
different types of licenses namely; attribution, Non-commercial, No Derivative
Works, Share Alike, Public Domain Dedication, and Public Domain Work. However,
most of the media can still be used as long as it is for educational purposes.
Finally,
Flikr is very easy to use and many websites provide step-by-step instructions.
The image below has been embedded from Flikr.
Below is a video I created using PowToon - I am very much an amateur as this is my first attempt. The video explains the very basics of Cellular Respiration.
Blogs
can be explained as being similar to a journal or diary entry with the
exception that the entries are open to read by an extensive audience rather
than being a private venture (Educational Technology and Mobile Learning, 2010,
para. 4). There are many different websites that offer blog accounts including
Edublogs, WordPress and Blogspot to name a few.
Blogging
takes the journal/diary entry experience to a whole other level. Blogs can be
created, edited and uploaded according to the author’s own style and readers
can comment on the entries. Media such as videos, pictures and texts can be
embedded into the blog and links can be made to other sites. Additionally,
blogs may be used in a vast range of professional, educational, and personal
contexts. Thus, blogs can contain practically anything the author chooses to
write about.
Blogs
can encourage creativity as it allows the author to customise the site to suit
their own preferences including background colour/pictures, layout and much
more. Additionally, blogs can encourage creative writing, build confidence in
students’ as writers and consequently improve students’ writing skills (Morris,
n.d., para. 1). Blogging not only allows learners to take ownership of their
writing but also provides students with the opportunity to engage with a wider
audience (Morris, n.d., para. 1).
Technical Aspects
Blogs
allow users to make many changes to the features of their blogs. By simply
clicking on the design button at the top right corner of the blog page, it
redirects you to a page that allows you to customise the blog to suit your
needs and style (as shown below).
The diagram below demonstrates
what each of these tabs entail.
As can be seen from the diagram above, the blog allows the author to do a multitude of things. It is easy to use and users can start as beginners and work their way up from there. Teachers should prepare students to use this technology by discussing cyber safety, access, identity, passwords, closed networks, disclosure, and pseudonyms. Additionally, teachers should consider the technical ability of the students and teach them the necessary skills to start blogging. There are many valuable resources online; both in written and video form, that guide beginners step-by-step through the processes associated with blogging. The video below ‘Blogging with students: How and Why’ by Lindsay Jordan elaborates on the use of blogs in classrooms.
What
learning outcomes can they support in your classroom?
Using blogging as a
medium may encourage students to think analytically and improve writing skills
(Morris, n.d., para. 22). Blogs can facilitate student collaboration, support
students to take ownership of their learning, teach students ICT skills, and
support their personal learning style and creativity. In addition, the use of
different strategies and learning frameworks that scaffold learning may further
support learning outcomes.
My two specialisation areas are Biology and History. Blogs will be a great tool to utilise as part of my teaching of these subjects. Students can complete reports, essays, research assignments and other tasks using blogs and other websites and present it using their own initiative and creativity. Along with blogs, I will utilise different learning frameworks such as SAMR, Bloom’s Taxonomy and Digital Pedagogy to scaffold student thinking and support their learning. A framework representing how these learning frameworks overlap can be viewed here.
Educational Technology and Mobile Learning.
(2010). The Ultimate Guide to The Use of Blogs in Teaching. Retrieved from http://www.educatorstechnology.com/2012/06/ultimate-guide-to-use-of-blogs-in.html
Jordan, L. (2009, May 9). Blogging
with students: How and Why [Video file]. Retrieved from
https://www.youtube.com/watch?v=9T89bC3QF9g
Morris, G. (n.d.). Using Blogs in the Classroom.
Retrieved from
http://www.lsa.umich.edu/UMICH/sweetland/Home/Instructors/Teaching%20Resources/UsingBlogsintheClassroom.pdf
Weebly can be used to create a website that may be used for educational and organisational purposes within the classroom. Teachers can utilise Weebly to create a website that contains all of the important announcements, dates, rules and policies associated with the classroom. This is useful for students and parents to keep up to date and well informed of the classroom requirements and activities. Additionally, things like homework tasks, student work, sample work, contact information, assessment due dates and criteria sheets can be posted on the website.
Websites may also be used by pre-service teachers, in-service teachers as well as students to keep a digital e-portfolio. Certain assignment tasks such as a history research project can be presented using a website which allows students to be more creative in their work and is easily accessible to the teacher throughout the drafting and completed process. Teachers can thus more easily monitor the progress of students and suggest ideas. Websites however are more informative and less interactive. Perhaps further research and experience with websites will allow me to overcome this hurdle and support me to create a more interactive and comprehensive learning experience for my learners.
My ideas of Weebly
Plus
Minus
Interesting
+ It’s free!
+ Easy to use and navigate
+ Able to add a blog
+ Able to create forums
+ No advertisements
+ Protected by passwords
+ Permits Creativity
+ Digital presentation of tasks
- Website is more informative – Not very interactive
- Plagiarism
i The many possibilities! i Editing tools i Store page
Blogs are similar to a journal or diary presented in the form of a webpage that can be edited, changed and created according to the author’s style. Blogging however takes the journal/diary entry experience to a whole other level. Videos, pictures, texts and links can be embedded into the blog and others can comment on the blog. Blogs can be used in a variety of professional, educational and personal contexts.
To construct a blog, an account needs to be created with a host website such as Blogspot, WordPress and many more. Once this is complete, the blogging can begin! I created an account through Blogspot and have had a great experience so far. Blogspot has allowed me to personalise my blog by enabling me to choose my own background, layout, font and colours. It also enables me to embed various forms of media such as videos, photos, diagrams, audio, and links to websites.
Blogs additionally have a comment section underneath each post where others can post their thoughts and responses to the blog. The author can reply in the same way which may lead to a discussion. Blog users can also invite people and follow other people’s blogs. However, only the author of the blog can make changes to it.
In a classroom context, blogs can be used in a variety of ways. Blogs can be used by the teacher in the same way as websites such as Weebly. Teachers can use it to provide classroom information to parents and students, organise the classroom and post teacher examples of work. Students can utilise blogs to reflect on their own interests and in turn educate each other on a variety of topics.
Blogs can be used to teach students literacy and build on their ICT skills. Moreover, blogs can be used to complete certain assignment tasks for example: If students had to complete an extended research experiment in Biology, they could record their results; findings etc. in their blog, embed relevant media and draw it all together with a conclusion over the course of the term.
SAMR model and blogs
Substitutionlevel: Teacher uses a blog to present assessment task and criteria sheet to students. Although the teacher is using ICT, it is only being used as a substitute to printing. Students are not involved with the blog
Augmentation level: Teacher uses a blog that enables students to comment, ask questions and reply to each other on the blog. Students however still need to print and hand-in the assignment.
Modification level: Students create their own blog, complete their assignment on the blog and give the teacher the URL for the website.
Redefinition level: Students create their own blog and completes their assessment by using all the tools made available to users. Students are now able to use their creativity to personalise their blog and embed various forms of media. Students can follow each other’s blogs, comment and start a discussion.
Using Wikis
A wiki is a webpage that can be created and edited by multiple authors. Wikis can be useful for group assessments, planning an event and other collaborative focused projects. Personally, I found wiki difficult to set-up and use initially, however after last week’s de Bono’s Hats activity I feel more confident in implementing something similar into my own teaching.
Various content can be added to a wiki including pages, files, discussions, projects and events. Different forms of media can be added to the pages that are created and a tab below allow for comments/discussions. Compared to Blogspot and Weebly however, wiki provides very limited opportunity for creativity as there are very limited themes and colours for the design and layout. Nonetheless, wiki is more interactive than Blogspot and Weebly.
In my teaching I can implement wiki in a similar way that it was used in the de Bono’s Thinking Hats activity to encourage a discussion/debate in my own classroom, encourage shy students and facilitate high order thinking. In a history class for example; students can debate the reasons behind certain historical events using research. The questions can then lead the discussion and support the students to think more deeply about the topic.
SAMR model and Wikis
Substitution: Give students a topic to debate and set it up using technology.
Augmentation: Use a wiki webpage. It is easy to use and a practical site
Modification: Students are able to read each others’ responses and then post a personal response to the questions.
Redefinition: Allow students to return to the page, reflect on their responses and make changes to it as they progress through their research. Students can link this to other pages if they choose.
The purpose of the mobile phones wiki activity was to
scaffold higher order thinking through the use of de Bono’s Six Thinking Hats.Commencing the activity, I wasn't sure
of what to expect having never completed anything similar, however, it proved to
be straight-forward as well as a great tool for facilitating higher order
thinking. The scaffolding of the questions supported me to consider the use of
mobile phones more deeply, and from many different perspectives. The way this
activity was presented interlinks with the learning theories presented in Bloom’s Cognitive Taxonomy, SAMR as well as digital pedagogy.
Digital pedagogy supported and enhanced my experience with this activity. All students had to use ICT in the form of a wiki to
respond to the given questions. Although the presented questions were
straight-forward, the answers required higher order thinking skills. The use of de Bono’s Thinking Hats supported
me to not only reflect more deeply on these questions, but equally supported me
to provide more detailed responses. As there were different students commenting
on the same question in each group, it permitted students to read and evaluate each
other’s responses.
This activity focused on the several different aspects
presented in the Bloom’s Cognitive Taxonomy model namely; application,
analysis, evaluation, knowledge, and comprehension. The questions that were posed
encouraged me to discuss, explain, prepare, question, identify and describe. This
activity made me realise that by the use of different learning frameworks and ICT
as well as the way questions are posed, higher order thinking can be
stimulated.
The SAMR model further supported this activity at the
substitution, augmentation, modification and redefinition levels. This activity
used technology (substitution) which made it easier for students to complete
the activity through the use of a practical site (augmentation). Students were
able to read and evaluate each others’ responses and then post a personal
response to the questions (modification). Additionally, the activity allowed
students to return to the page, edit their work as well as link the site to
their personal blog (redefinition).
If designed, utilised and implemented in the appropriate
way, wiki activities similar to this would be highly beneficial in encouraging
student engagement, participation and higher order thinking. The activity allows
for students to work together and stimulates discussions which can easily be
monitored by the teacher. This activity can also be used for a vast range of
different study areas. Moreover, it may support shy students to share opinions.
The potential drawbacks of utilising such an activity need
to be considered. These include: the potential loss of information; anyone can
comment on or make changes to the site; and bullying. Additionally, if groups
are too large, the discussion board may appear a bit muddled and consequently discussions
may become difficult for both students and teacher to follow.
The activity utilised de Bono’s Six Thinking Hats which
at each level stimulated the development of different perspectives. Each level
had a different colour hat which held a different meaning. The questions that
were asked stimulated higher thinking and related to the meaning behind the
colour. The colours represented judgement, process, creativity, feelings,
benefits and information. Thus, instead of just giving a simple answer to the
main question, the whole set-up enabled me to respond in a more comprehensive
way and share a variety of perspectives into the matter.
This task has enabled me to feel more confident in
implementing a similar activity into my own teaching. I strongly believe that such
an activity will be greatly useful in not only enhancing the learning
experiences of my future learners but also making learning more enjoyable and
comprehensive.
Upon my first experiences with this course,
I felt that it was going to be rather challenging and a huge learning curve.
Up until this point I have only used my computer for completing assessments and
research, thus the thought of starting a blog both excited and petrified me.
After working
through the course material for this week, I have realised just how much the
world of education has changed since I left school. The integration of
technology into teaching seems to have escalated to the point, that without it,
engaging Gen Z learners and effective teaching would be quite challenging and problematic.
During my days at school, PowerPoints and old scratchy videotapes seemed to be
the most common form of technology used – a lot has changed! What I've learned
from this week’s course material is that technology in the classroom should
only be used to enhance teaching and not to fill in time. Equally, if it is
used in the appropriate way it can support and enhance the learning experiences
of today’s learners.
What I find immensely
interesting is how research about the connection between neuroscience and
teaching is starting to take off. Judy Willis’ presentation on the ‘Science of Learning’ has given me a new outlook on what teaching should look like. No
longer does it seem appropriate to teach the way our teachers taught us, but
rather facilitate the learning of our students and equip them with the
necessary skills set to succeed in the 21st century. The Sparks and Honey presentation really made this clear to me.
I am looking
forward to working through this course and broadening my knowledge.
Facilitating deep knowledge
through higher order thinking
Supporting students and scaffolding
work. For example: Posing a question that requires students to analyse,
evaluate, comprehend, synthesise and research. Support students to develop
these critical thinking skills. For
example: 3-Level Guide.
Allowing sufficient time and
permitting students to embed creativity into the presentation of responses. Presenting
content in a real life context.
Feeding
students the answers. Giving students simple questions that require no
further analysis, evaluation, comprehension, synthesis and/or research.
Allowing
insufficient time for critical thinking. Teaching students facts, but not
applying it to a real life context.
Facilitating collaborative
learning in which conversations are important
Implement
group work activities, group discussions and debates in the classroom. Allow
students to work out specific roles within their groups. Monitor each group
and ask prompting questions to get each group talking.
Use ICT's to
create a discussion forum where students can share their ideas and thoughts.
Creating a
safe learning environment where students feel confident in contributing ideas
and sharing opinions. Giving feedback on responses in a positive, encouraging
manner.
Instructing
students to always work quietly and independently. Discouraging group
discussion.
Not
allowing students to share their opinions and thoughts.
Not
facilitating and supporting groups to start the discussion (where required).
Having an
environment where students do not feel confident to contribute their ideas to
group discussion.
Putting
students down for giving the wrong answer.
Supporting students in knowing how
they learn best
Present content in various ways so
that it caters for all learning styles. Incorporate ICT’s where appropriate,
printed materials, hands-on activities etc.
Be flexible and work with the students
to develop assessment tasks that align with their interests where possible.
Develop personalised learning plans so
that learners are learning at their specific level and can work towards their
own goals.
Not
considering the individual needs of learners and presenting the content in
one mode only.
Not giving
the learners time to work through the content and talking at the students the
entire lesson.
Planning learning that is problem-based,
and situated in real life contexts
Implement problem-solving
activities based on real life problems that require students to work together
and analyse,
evaluate, comprehend, synthesise and research.
Allow
students to reflect on these activities once completed, highlighting what
they did and what they can do better next time.
Giving
students activities that simply requires recall of content and does not
challenge learners to think critically.
Activities
that are not based or linked to real life contexts.
Is relevant to students, and
connects to their background knowledge
Activities
that align with students’ interests and builds on their background knowledge.
Tasks
based on real life, current situations that learners are interested in.
Using old
resources that do not align with students’ interests.
Supports learning that is owned,
controlled and managed by students themselves
Create a
partnership with learners in which the learners control and manage their own
learning whilst the teacher facilitates and supports their learning.
Using old
teaching strategies not suitable to the learners.
Not
allowing students to take control of their own learning.
Is socially supportive, engaging,
and values cultural knowledge
A safe
learning environment that promotes acceptance and understanding of diversity
in which discrimination is not tolerated.
Following
and teaching students about certain cultural protocols relevant to the
learners in the classroom.
Allowing
bullying to take place without addressing the situation.
Discriminating
against a certain person or group based on their religion, culture etc. or
allowing students to discriminate against others.
Is supportive of the development
of active citizenship, and strong group identity.
A safe
learning environment where students feel confident to share opinions and collaborate
with the teacher and others as active members of the classroom.
Not
allowing students to have an input or opinion on the matters within the
classroom.
Rarely
incorporating activities that require the learners to contribute and share
ideas.
Discouraging
students from partaking in school programs.
