Reflective Synopsis

I’ve been on many journeys but I’d have to say that this has been one of the most enjoyable and rewarding. I have pushed myself beyond what I considered to be my limits and I’ve discovered that my capabilities far exceed my own expectations. What I hadn’t previously considered, but now recognise implicitly is how the principles of Habits of Mind (Costa 2000) guide my learning.
This has not been an easy journey, there have been numerous problems along the way, technology is a trying medium and I have had to persist beyond what I might have done in the past. I recognise that I have had to think flexibly, particularly when encountering the SlideShare website and I’ve had to draw on all my past knowledge to approach the problems I’ve encountered. Thinking interdependently means being able to work with and learn from others. I have drawn on the resources of my peers and others to solve the issues I have encountered. Without this assistance, and the team approach I believe it would have been much more of an onerous task, and without the support I’ve had, it’s possible I would not have gotten far beyond the Blogging stage, so to my colleagues, long suffering friends and family, I thank you.

Exploring the world of technology has offered me the opportunity to really understand what it is to respond with wonderment and awe. I have been introduced to a wide range of resources that I had never encountered before, including Wikis and Avatars. I’d seen the wonderful animations and simulations as I surfed the net, and always wondered at the brilliance of those who had these in their websites, blogs etc. I can now count myself as one of these brilliant website creators, just look at my blog and you’ll see. Google Earth can only be described as amazing and I have no doubt that students using this will have improved understanding of not just the magnitude of the planet, but also the incredible diversity within it. The other programs that support Google Earth, such as Google Sky and Google Sketchup have applications in science and technology that I had not been aware of prior to this task.
So how is it that this new learning can inform my practices as a learning manager? Discovering e-learning has provided me with a new pathway to learning that I had previously only considered in a minute way. My use of technologies in the past has really only centred on research. I was aware of powerpoint, photostory, Google Earth and Webquests but really did not understand the value of learning through collaboration, communication and the sharing of knowledge that is possible through the use of technology. Kearsley & Schneiderman (1999) suggest that the fundamental emphasis of Learning Engagement Theory is on collaboration among peers and communities of learners. Central to this is creating active learning opportunities that are meaningful and encourage real engagement in creating successful, collaborative and importantly purposeful outcomes.

Discovering the world of e-learning has provided me with a range of new tools and skills to enhance my teaching practices. One of the most valuable of these is a greater understanding of not only the need, but the ‘how to’ of including indigenous perspectives within my classroom practices. Davis & Grose, (2008) assert that the two way processes of Two way education include the indigenous voice and reason in an educational setting. The My Land, My tracks framework (Grant, 2000) will assist me to ensure that my future practices emphasise the holistic approach advocated by Ernie Grant.

My further understanding of the language barriers that ‘digital immigrants’ (Prensky, 2001)) such as myself face, when communicating with ‘digital natives within the classroom has alerted me to the need to become fluent in the new communication tools of the twenty first century. As an adult learner I have been challenged by ‘e-speak’ in the past and although I had some e-language skills, I am now aware of how much more I need to engage with this medium to reduce my ‘accent’ of the past. As with all literacies it is in the interactions that understanding and knowledge is built.

Using these technologies in my teaching practices will now include planning for active, engaging tasks that authentically relate to students needs and interests. Being ever mindful of the relate-create-donate framework of Learning Engagement Theory (Kearsley & Schneiderman) will transform my planning for the future.

What I need to be able to do is provide opportunities for students to develop multiliteracies by encouraging interaction with visual, digital and traditional literacy methods. Enhancing student’s critical literacy skills will be one of the most important tenets in their future interactions with an increasingly global, technology driven world. Meris Stansbury (2009) details a number of technologies that researchers have identified as those that will shape future education and it is interesting to note that the focus is on collaboration, communication, smart objects and personalisation of technology, that is the opportunity to do more than just viewing it, but enabling the process of configuring and managing online content. This course has offered me the opportunity for a ‘heads up’ on these technologies and I understand the need to continue pursuing information within these realms will be an important part of my ongoing, continuous learning journey.

References:

Costa, A. and Kallick, B (2000) Habits of Mind: A Developmental Series: [electronic resource]: Retrieved August 20, 2008 from http://www.habitsofmind.org/resources/OTHER/16HOM2.pdf

Davis, J. and Grose, S. (2008). Which Way? What happens when embedding Aboriginal and Torres Strait Islander perspectives in schools meets the professional standards for teachers and an accountability matrix? [electronic resource]. Retrieved July 31, 2009 from http://www.strongersmarter.qut.edu.au/docs/papers/Which_Way__by_John_Davis_and_Sharon_Grose_for_Wipce_2008.pdf
Grant, E. (2000) in Aboriginal & Torres Strait Islander Studies Senior Syllabus, Queensland Studies Authority, Brisbane, Queensland.
Kearsley, G. & Schneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning.[electronic resource]. Retrieved July 31, 2009from http://home.sprynet.com/~gkearsley/engage.htm
Prensky, M. (2001). Digital natives, Digital immigrants. [electronic resource]. Retrieved July 27, 2009 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Stansbury, M. (2009). Six technologies soon to affect education. [electronic resource]. Retrieved August 3, 2009 from http://www.eschoolnews.com/news/top-news/index.cfm?i=57910&page=3

SlideShare

My experiences with SlideShare have not been good. I have spent countless hours attempting to create a synchronised slide show but to no avail. It began with problems downloading the powerpoint presentation. When I had finally sorted that out the problems really began. I used Audacity to create an MP3 file with few problems, I even found the option to change the pitch of voice, and I created a child's voice effect very simply. However I was unable to load this file onto slideshare through the slidecast process. I tried downloading the file from my own computer with no success (I checked several times and it was saved and operating as an MP3 file) so I saved the MP3 to Archive.com and attempted to load from there but still with no success. The error messages I was receiving suggested that my problem may have been with the site server, so I tried over a three day period but still with no success. Considering the hours I have spent, I would not be able to justify that time commitment when I was working full-time in a classroom. So my assessment of SlideShare is that due to the technical problems that I encountered, I would look for an alternative to this site.

Considering the alternatives I would probably just create a photostory (where I can link sound or music unlike SlideShare which only hosts voice files). My photostory could then be posted to a file storage site, such as MediaFire for storage and distribution. Other options I discovered include a site called Slide.com. This is also a free slide sharing site that hosts music and voice files and it may or may not be more reliable.

What I have learned from this experience is that there are times when you have to acknowledge that the technology is not working for you and you need to consider alternatives.

I have been able to upload my presentation however I can't even get it to post to my blog as I keep getting a Blogger message saying that there is a hosting problem. I have cut & pasted the link to the presentation, so hopefully at least this will be accessible.

http://www.slideshare.net/shazj04/student-success

Maslow's Theory and Inclusion

We as teachers often assume the basic needs of our students are being met, and we hope that their safety needs are also assured. We might not have a great deal of influence over what happens externally from the school, however in keeping with the principles of Maslow’s Hierarchy of Needs theory the ideology of the Dimensions of Learning framework (Marzano, 1997), particularly Dimension 1, assists us with the strategies required to assist in fostering an effective classroom climate where students feel safe, secure and accepted by their teachers and peers.

Kunc (1992) suggests that inclusive education is an opportunity to actualise Maslow’s Hierarchy. Avramidis,( 2000) reveals that his research suggests teachers who have experience in creating inclusive classroom environments have a more positive attitude toward inclusive education. What was also discovered in this research was that the level of professional development of the teacher significantly related to their attitude toward inclusion. This may be interpreted that by supporting teachers to enhance their skills and providing opportunities for teachers to gain experience of an inclusive environment, improved attitudes towards inclusive education is likely to follow. Supporting teachers to develop skills using ICT's and Web 2 technologies is an example of the practical upskilling teachers may undertake to help them discover and utilise the resources that are available through technology.

All of us enjoy the support of our friends and peers and students with complex learning needs are no different. As educators of the future I believe it is important to have the skills and the desire to differentiate the curriculum to enable all students to be accommodated in the classroom, ensuring students are not educated in social isolation from their peers, and as a result condemned to social isolation as adults. Using ICT's is a fantastic way of differentiating the learning, supporting students with low literacy levels and allowing students with special needs to experience success alongside their peers.

Avramidis, E., Bayliss, P., Burden, R. (2000) A Survey into Mainstream Teachers’ Attitudes Towards the Inclusion of Children with Special Educational Needs in the Ordinary School in one Local Education Authority. Educational Psychology, 20 (2) 191-211.[electronic resource] Retrieved from http://www.enothe.hva.nl/projects/tuning/fpypdee/curriculum/docs/a_survey_of_mainstream_teachers.pdf

Kunc, N. (1992). The Need to Belong: Rediscovering Maslow’s Hierarchy of Needs. [electronic resource]. Retrieved July 31, 2009 from
http://www.normemma.com/armaslow.htm

Marzano & Pickering, (1997). Dimensions of learning: Teachers Manual (2nd Ed.) Mid-continent Regional Educational Laboratory, Aurora, Colorado.

VoiceThread

This is a fun and easy program to operate. I was excited to see that kindergarten students were able to create articles to share with the world.

A VoiceThread is a collaborative multimedia slide show that stores and displays images, documents and videos and allows students to share creative works with the world wide web. Others can navigate the articles and leave comments, gathering group conversations from around the world.

Collaborative visualisation tools enable not only the sharing of data but also the visualisation of
data, allowing comments to be made, providing opportunities for collaborative feedback. (Spiro & Solis, nd)

I could see the use for this application to develop discussions about reading, by developing VoiceThread articles of narratives students have written. It could also be used as an assessment item where students provide a verbal explanation with visualisation for mathematical or scientific concepts. Speech fluency could also be practiced through this medium. It also has application as a reflective tool by demonstrating visually, with comment, on the learning students have achieved after a specific unit of work.

After reading the blogs of my colleagues regarding the application of technology such as VoiceThread, I am reminded that providing opportunities for Indigenous students to use the medium of storytelling can enhance their engagement with the learning. Using a web application such as VoiceThread would offer this opportunity for all learners to tell their stories and practice the age old custom of 'yarning'.


Davis, J. and Grose, S. (2008). Which Way? What happens whem embedding Aboriginal and Torres Strait Islander perspectives in schools meets the professional standards for teachers and an accountability matrix. [electronic resource]. Retrieved July 31, 2009 from http://www.strongersmarter.qut.edu.au/docs/papers/Which_Way__by_John_Davis_and_Sharon_Grose_for_Wipce_2008.pdf


Spiro, L. and Solic, C. (nd). Social software and education. [electronic resource]. Retrieved August 20, 2009 from http://74.125.155.132/search?q=cache:0M3AWCIYW08J:library.rice.edu/services/dmc/online_guides/using-electronic-resources/Collaborative%2520Software+benefits+of+using+collaborative+slide+sharing+websites+in+education&cd=8&hl=en&ct=clnk&gl=au

Using music on the Web

Using the program Incompetech, I have selected a relaxing piece of music titled Somewhere Sunny.

I chose this music because in my current placement I am in a classroom with fourteen learners who require special consideration of some sort; learning needs, behavioural issues and physical/emotional disabilities. I would use this music to encourage relaxation and meditation techniques. I would encourage the children to lie quietly in a comfortable position on the carpeted area and ask them to close their eyes and listen to the music and to physically let go of the tension within their muscles.

Betsy King Brunk (1999) suggests music is a very effective intervention in assisting communication with children who have been identified as located within the Autism Spectrum.

Brunk, B.K. (1999). Music Therapy:another Path To Learning And Communication For Children In The Autism Spectrum. Arlington, TX : Future Horizons, 1999.

File Storage

Mediafire is an easy to use file hosting website that allows you to store files online for easy and secure access. This software allows you to distribute large files to a wide audience without clogging inboxes or slowing down your website.

I found this applicaiton very easy to use, and it provides an effective service to make files available to multiple users simply and securely.

Using a file hosting service such as this could have extensive application within the classroom, making files you want students to have access to easy to locate and view. This could also be used to provide information to parents and others who are interested, and to share ideas with other education professionals. It is suggested that there is a risk of downloading malicious software hidden in files, however this risk is probably no greater than that posed by internet surfing or e-mails. (ZeroPaid, 2008)

Take a look at the file I have downloaded.

http://www.mediafire.com/?sharekey=de18fba21d65e1688d78a0e555291609e04e75f6e8ebb871

ZeroPaid.com. (2008). Congress: ‘Can P2P and File-Sharing Programs Lead to a Cyber Pearl Harbor?’ [electronic resource]. Retrieved August 20, 2009 from http://www.zeropaid.com/news/8928/congress_can_p2p_and_filesharing_programs_lead_to_a_cyber_pearl_harbor/

Wikipedia

Wikipedia is described as the largest free encyclopaedia, having recently surpassed the 3 million article milestone (Parrack, 2009). What is truly unique about Wikipedia is that not only is it freely accessible, it is also freely editable. Dave Parrack (2009) claims 1300 new articles are created each day, having decreased from about 2200 during the peak growth year of 2007. He reports that Wikipedia now hosts in excess of 3 million articles.

Wikipedia is not without critics. Criticism levelled at the online encyclopaedia include suggestions that its ease of editing makes in unreliable and unauthoritative, that it exhibits systemic bias and that its group dynamics hinders its goals (Wapedia, nd). Reliability assessments examine the speed at which false or misleading information is removed, however in a widely reported case it was shown to have taken Wikipedia administrators considerable time to rectify serious errors in information that falsely defamed an individual. Systemic bias is considered based on the possibility that overrepresented opinion by particular racial, ethnic or gender groups could unconsciously, or not, alter or skew the opinions expressed within the encyclopaedia. Group dynamics describe processes which include amongst other things social influence, and effects on behaviour. Social status of people within groups is well researched and it is usual to find the group leader having a strong influence on the group. Criticism has been levelled at co-founder of Wikipedia Jimmy Wales as having an undemocratic level of control over final content and Brent Bedford (nd) suggests protocols set in place by Wikipedia obscure the fact that Wales has the final say.

Regardless of the criticisms, Wikipedia is here to stay. What is important for me as a learning manager is to assist students to understand and apply critical literacy skills when undertaking investigations. Kahn & Kellner, (2006) suggest that for students to fully participate in an increasingly globalised and technologised society they must learn where authentic knowledge is found, how to recognise and distinguish between authentic information, misinformation, malinformation, commercially biased information and other forms of useless information and they suggest students need to be able to recognise gaps in information and understand why such information may be missing or absent. These are the skills required by students to enable them to critically evaluate and interpret information.

Bedford, B. (nd). What is Wikipedia? [electronic resource]. Retrieved August 19, 2009 from http://www.larouchepac.com/node/5215

Kahn, R. And Kellner, D. (2006). Reconstructing Technoliteracy: a multiple literacies approach. E-learning, 2 (3), 238-251

Parrack, D. (2009). Wikipedia celebrates three million articles milestone. [electronic resource]. Retrieved August 19, 2009 from http://tech.blorge.com/Structure:%20/2009/08/18/wikipedia-celebrates-three-million-articles-milestone/

Wapedia website: http://wapedia.mobi/en/Criticism_of_Wikipedia