Group 1 Technologies (Online Collaboration):
(Blogs, Wikis & Websites)
The first set of technologies we were asked to examine were a group of collaborative, online tools, namely that of blogs, wikis and website creators. With the aid of any number of platforms (desktop PCs, laptops, smartphones, etc.), students can contribute their own content to the wealth of information known as the internet, where all things relevant and not are discovered and revealed, discussed and argued. These collaborative tools are important for any number of reasons whether it be improving students’ involvement to diversifying a teacher’s classroom techniques.
Blog: Blogging is the process of posting thoughts, ideas and information onto a webpage, usually in a continuous flowing script. Blogs are commonly maintained and updated by singular individuals. They usually assume a reflective fashion (given their personal nature), as thus, they serve as a sort of online diary for all interested parties. Content usually consists of personal accounts, reviews of media releases such as movies or even current events. Entries are commonly organised in reverse-chronological (vertical) order, as to display the most relevant or recent information first. Blogging allows users and readers a greater insight into the thoughts and comprehensions of the author.
Blogging is a middleman activity as such, providing an extra step between the traditional ‘read, assessment, read, assessment cycle’ that most students would be accustomed to. It involves continual reflection on what people have just learnt, after they have read it and before they are assessed. Through this people can gain a collaborative understanding of materials, if they do not though, its practicality is jeopardised.
| Creating a Blog | |
| Strengths: · Provides an ongoing analysis much similar to a ‘train of thought’ · Forces students to reflect through the process of remembering what they have learnt · Blogging mistakes can be erased | Opportunities: · Students can learn through ‘other’s take on situations’ · Further develops students online competency · Can promote connectivity · Can offer a place of expression for withdrawn students · Students can share interesting links etc. |
| Weaknesses: · Irrelevant reflection · Subject to technical difficulties · Requires an internet connection · Requires sufficient computer access · Some may not feel confident · May be subject to slang e.g. too many ‘lols’ · Would require constant and time consuming attention from teachers | Threats: · Time consuming · Can be counterproductive · Can become trivial · Can enrage and disengage those who see the idea as over commitment to a specific aspect of the learning process · Can lose information if internet is lost · Can encourage cyber-bullying · Plagiarism · Students can release sensitive information |
Blogging has many strengths and opportunities, although it would seem that it relies heavily on the initiative of the author. I say this because successful blogs are usually written by those who feel strongly or passionately about something, enabling them to expand and elaborate on situation beyond the basic analysis. If someone has great interest or feels strongly about certain issues they tend to not only write in length, but with a greater tendency to reflect more meaningfully and productively. But if you take away any strong feelings (the reasons that one usually commences any worthwhile blog in the first place), the blogging process becomes a chore which is increasingly remedial, leaving the practice all but trivialised where very little is to be gained by both author and reader.
The blogging process has been a central element to this course so far. I will admit, although I can see the learning potential in such a tool, my experiences with it so far in regards to this course have been quite mixed. It should have been taken more into context, as there is just too much else for GDLT students to do. Furthermore the emphasis put onto blogging within the coursework I feel blurs the line between personal reflection and academic requirements.
Wiki: A wiki is an online space where students can actively construct their learning by editing any number of interlinked webpages (usually via a mainstream web browser). In essence a wiki is a collaborative and on-going website creation process made significant by the fact that there are multiple authors, all with hopes of “improving” the ever changing material. They are commonly used within that of educational realms, corporate intranets and knowledge management systems.
| Creating a Wiki | |
| Strengths: · Allows for a continual editing process · Allows for collaboration · Available at all hours | Opportunities: · Collective learning · Potentially engaging · Helps editing/proofreading skills · Teaches students about ‘acceptable’ online practice · An insight into the depth of students’ knowledge · Encourages people to contribute or communicate |
| Weaknesses: · Subject to technical difficulties · Constant monitoring · Requires computer access · Could be wrongly added to with irrelevant information · Requires a greater level of understanding of technology for teachers (as opposed to web browsing or emails) | Threats: · Could be defaced · Process could become trivial · Could be time consuming · Isolates unwilling participants |
It is worth noting that the most successful example of a wiki would be the hugely successful site Wikipedia. Wikipedia, of course not being confined to the classroom, gains information from millions of internet users’ world-wide. Its real strengths lay in the unique and trivial, as for a long time people have been able to find out general information off such sites as Encyclopaedia Britannica, Encarta or the likes, which not only have expensive licensing, but have nowhere near the amount of collaborative information of millions of internet users. With that said though there are often many inaccuracies posted to sites, but these pale in comparison, a large amount of which are amended by a comparatively small number of moderators that filter and correct much unreferenced and recognisably inaccurate material.
Within using wikis in regards to this course, I generally believe that aside from the technical failings that have plagued the common pages, I don’t think that people have generally been comfortable and or trusting enough of the concept of a wiki to be able to really share or add to other’s points (to any great extent). With that said opinion and timing is a crucial factor, I just generally felt that we were exposed to wikis too soon, it can certainly be a useful tool I have no doubt, but it’s not generally something I would throw at students still grappling with initial learning theory. I believe people need to gain an adequate understanding of something before they can really expand on ideas further, with that said though, there will always be very proactive people who will embrace these challenges regardless of the scenario.
In regards to my own prospective students I would strongly reconsider the use of wikis within my classrooms based on their apparent weaknesses and threats (technical and collaborative issues). I will acknowledge that they have learning potential, but they have to be planned, monitored and scrutinised more so than any other of these tools we have examined.
Websites: Website creation, allows the creator to construct their own websites, a collection of related webpages comprising mainly of various texts, images and videos. Websites are accessible for as long as students have access to a computer and internet connection.
I will say firstly and foremost that this is probably the most effective and rewarding tool out of this ‘set of technologies’. Teachers have the ability to construct a whole lesson or even unit of work on a single website. There they can upload all of the relevant information and supplementary materials in order to support their teachings. Students too can partake in the web design process, although the advantage for them is more focused on the design aspect rather than the creation of their own content.
| Creating a Website | |
| Strengths: · Unlimited amount of information can be uploaded · Free/cheap software · Highly accessible · Available all hours · Helps diversify teaching methods | Opportunities: · Can deliver very clear and constructive lessons · Can help students become ‘eLiterate’ · Students Can gain valuable webpage design skills. |
| Weaknesses: · Subject to technical difficulties · Feedback can’t be uploaded · Constant monitoring | Threats: · Students can become distracted · Unless part of an intranet, information is open to the world |
Throughout my schooling I was exposed to certain useful websites but we never had anything specifically designed for our coursework. In computing class we learnt how to construct a simple webpage using source code, which is a fairly engaging process compared to the highly interactive and simplified methods of such web based applications such as Wikipages and the like. It gave us a very basic idea of what goes into computer programming, with nowhere near the ‘drag and drop’ appeal of today’s applications (which require extremely minimal use of computer coding).
In regards to this course I believe that website creation (within Moodle) has left much to be desired. I feel that much of the information has not been set out clearly and I believe that there has been too much reliance on external documents. What information is available is scattered between weekly readings and activities, which furthermore is poorly referenced. All of which has greatly flawed the learning experience and only hampered any encouragement towards student participation in activities such as blogging, wikis and their own future website creation.
I could more than likely (if given enough computer time for my students), see myself constructing pages to compliment their coursework. I would also encourage them to design their own webpages if given the appropriate situation or educational outcome.
Model of Technology: http://gdltwiki.weebly.com/
Group 2 Technologies (Multimedia):
(Digital Images, Videos & Podcasts)
The second set of technologies we were asked to examine were that of digital imagery, videos and podcasts. This range of multimedia tools provides an immersive and engaging aspect to classroom learning. With the aid of any number of equipment (video cameras, digital cameras, microphones, etc.) and software (Moviemaker, Photoshop, etc.) there is no limit as to how and what student’s can create, spurring their creative and presentational skills.
Although before even discussing the multiple advantages of using multimedia tools throughout the classroom, take into consideration the necessity of their application within modern schools. Contemporary society already bombards students with any number of different gadgets and applications that engages them on such as level that often not only gets their attentions but sparks their passions (Facebook, iPhones, PS3s & XBOXs, etc.). With all of the wonders of contemporary society, it would be short-sighted of educators to assume that they can be able to maintain the attention of their students far into the future with the use of out-dated and increasingly unengaging methods.
Multimedia helps students develop vital skills necessary for their future successes throughout a 21st century society. For example, considering that in such an age, with digital mediums presented largely via the form of a screen, that students must become visually literate (that is to say their comprehension, meaningful use and analysis of multimedia) will be greatly aided by their interaction with digital video and photography.
Note: Any images of students (picture or video) require prior permission before being available for upload online. They must also not be identified.
Digital Images: Digital imagery is the use of photography via digital means (as opposed to traditional photography which required expensive and time consuming film development).There are two uses of digital imagining, the use of the image of others’ (largely for examination purposes) and that of the students’ (from creation, to manipulation, interpretation and presentation).
Images in the classroom can be a very powerful resource for examination. Firstly the creation of students’ own images through the appropriate activities can (much alike film recording) give them an opportunity to demonstrate their understanding of photography conventions and techniques by the use of their timing, perspective and subject. Secondly the editing of photographs can be an exciting process as students explore the unlimited visual possibilities of modern editing suites (Adobe Photoshop, Microsoft Image Editor, etc.) to apply their creativity towards the modifying of their photos into impressive and engaging works. Then, students can be asked to analyse their own, or the images of others (knowledge, understanding, analysis, evaluation), spawning a multitude of responses and opinions all of which can help the collaborative understanding and critiquing of images in their everyday lives. Lastly, students can use their own, or others’ images in their own presentations to help engage other students whilst demonstrating their own abilities to replicate and understand of certain media and social conventions.
| Digital Images (By both teacher and students) | |
| Strengths: · Appeals to visual learners · Engages with more creative students · Digital Photography is cheaper · Less time consuming · No irreparable errors (taking poor photos) | Opportunities: · Helps children develop visual literacy · Can enable children to create their own learning through interpretation · Helps student’s digital competencies · |
| Weaknesses: · May be minimally beneficial for students already adept in digital imaging · Software can be both inexpensive and quite costly · May be subject to technical failures | Threats: · Images of students should not be posted online, thus identified · Students might not be able to understand technical complexities · Could isolate those unable to work computers |
I myself found photography to be one of the most rewarding activities I undertook during my high schooling, both analogue and digital. For one digital activity we were asked to design our own album covers. A simple enough exercise, to photograph ourselves and edit them using Photoshop software. The planning process, the execution and the editing was very rewarding.
I would definitely use digital imagery in the classroom not only as something to interpret, but also something they can construct through various activities. Having my students show their understanding of what effective design looks like.
Video: Digital video a highly communicative tool which helps to shape our understanding of the world around us. Digital video technology has an increasingly important presence in today’s classrooms for their communicative appeal and deeply observational requirement. Teacher and students alike can benefit from the use of digital video from creating, editing to presentations.
Digital video (much alike the separation between digital and analogue in photography), marks the progression of video into the digital age. Whereas in the past video was once recorded to tape (a medium that was restricted to a limited amount of re-taping with limited quality) and once only confined to large, bulky recording equipment. Video recording now assumes increasingly cheaper and more accessible forms (handhelds, mobile phones, webcams, etc.). Videos are recorded to data, which can be easily uploaded to computers or the internet. From there it can be edited using any range of technologies (MovieMaker, iMovie, Adobe Premiere Pro, etc.) adding voice to image, fading and merging just to name a few. After this process students can present them to their classes or upload them online to share with friends and family via community websites (Youtube) or off their own blogs (Blogger).
| Digital Video (By both teacher and students) | |
| Strengths: · Can be used for assessment · Introduces students to the world of digital editing · Enables them to take control of their creative endeavours · A great alternative to the traditional oral presentation · Improvements in technology enables editing easier than ever · The creative process encourages group work | Opportunities: · May spur some children to further cinematic interests · May be incorporated into future presentations |
| Weaknesses: · Monitoring · Possibly time consuming · Can be quite expensive (both software and recording equipment) · Subject to technical difficulties | Threats: · Students may use their editing for irrelevant or harmful matters. · May lose students interest if unable to engage or manage software |
Although I can’t say that I used video editing in school (my particular high school only upgrading their recording technology in the years after my schooling), I was however exposed to it in the first year of my Bachelor of Arts. Within a literature class we were asked to storyboard a film pitch, film it and edit it. In a group of 4 we soon set about brainstorming, a deeply rewarding and constructivist activity. Filming was a collective process that involved a lot of improvisation. Editing was very amusing and presenting it was very exciting. Since then I have only used digital video editing to make several music videos for some of my personal recordings.
I would definitely encourage my future students to utilise digital video technology. I believe that digital video is not only a diverse alternate to classroom learning I also believe that it is by far the most engaging technology that we have examined so far in this course. Nothing can hold students’ attention quite like seeing themselves on screen; visual storytelling brings words to life.
Model of Technology: http://www.youtube.com/watch?v=FdladEUuyLY
Podcasts: Podcasting is a name for an audio file that is shared online (the audio only equivalent of a vodcast). It enables listeners to enjoy and be informed without the need to work around set broadcasting times. It also provides a ‘hard copy’ to which they can refer back to at a later point in time using any range of appliances (iPods, PCs, etc.). Podcasts can be recorded using little more than a microphone and a computer (note that in order to create a ‘data file’ necessitates the use of software based recorders).
In the classroom, podcasting can be created by both teacher and student. Teachers can create podcasts for students to refer to either in or outside of class. Students can podcast to communicate with their peers and also aid presentations.
| Podcasts (By both teacher and students) | |
| Strengths: · Creates a copy for future reference · Caters for auditory learners · As far as applications go, audio recording software is fairly basic | Opportunities: · May be minimally beneficial for students already adept in digital imaging · Allows for more personal experience than that of simple text |
| Weaknesses: · May be minimally beneficial for students already adept in digital imaging · Students can easily lose their train of thought without any clear dot points · May be minimally beneficial for students already dept in audio recording · Subject to technical difficulties | Threats: · May be minimally beneficial for students already adept in digital imaging · May isolate visual learners · Could isolate those unable to work computers |
I can’t say I had many dealings with this medium throughout my schooling, although interestingly enough I had a BCT teacher who allowed me and another student to submit an oral via audio cassette (although this was not recorded with software so was not a podcast).
I can’t say that I would necessarily create my own podcasts for my students in the view that they might not want to hear my voice out of the classroom and or they might view it as somehow extra curricula. But I would certainly encourage them to seek out useful podcasts, for example a podcasting of a relevant discussion about climate change off the ABC National site. Although I dare say that I could see myself setting an activity based around the creation of a fictitious interview turned podcast.
Group 3 Technologies (Presentation):
(Powerpoint, Prezi & Glogster)
The third set of technologies we were asked to examine were that of digital PowerPoint, Prezi & Glogster. This range of publishing and presentational tools provides a new level of publishing within business and academic presentation and design. Users can compile presentations using text (usually in dot points for greater clarity), pictures (their own or others), animations and videos (their own or others). With the aid of these numerous software applications students can present material in a more highly-communicable and engaging manner.
Powerpoint: Powerpoint is a powerful data presentation program. A very accessible medium; it is promoted in primary schooling for younger students to begin to engage with media design and presentation. It is very common for students to be able to competently be able to use this application throughout high school, often relying on their acquired skills throughout future tertiary studies and/or in the workforce. Although the program is fairly ‘ancient’ in comparison with much of the educational software utilised in today’s classrooms, newer versions provide clearer, more comprehensive and refined application in order to present material.
| PowerPoint | |
| Strengths: · Clear and effective mode of presentation · Easy to use · Appeals to visual learners · Benchmark of presentation applications | Opportunities: · Can be used for animation · Slides can be printed for palm cards |
| Weaknesses: · Subject to technical difficulties · Initial Microsoft Office licensing can be costly | Threats: · Reliance on digital presentations can isolate some students |
I have used PowerPoint within schooling as early as grade 7, where I gave a lengthy but highly decorative presentation on fishing. By no means did I have that much substance to talk about, but the impression of the slide’s themselves was enough to entertain. By the time I was in high school, PowerPoint was second nature to me.
I would definitely encourage students to use PowerPoint as a presentational tool given its highly refined interface and accessibility. Acquiring the skills of using PowerPoint will help students understand the correlation between the appropriate use of resources with and effective presentation, something that they can use later in life to great effect.
Prezi: Prezi is a relatively new web based presentation application and innovative spin on the traditional PowerPoint. Rather than using consecutive slides a user use a single, infinite canvas in which text, images and video are all arranged to appear in a non-linear sequence. Users also have the ability to zoom in and out of their presentations, increasing their potential interactivity. Presentations can be created online and then downloaded, as not to need an internet connection when presenting.
Much alike the skills gained by the use of PowerPoint, Prezi offers the presentational tools that students can benefit from using.
| Prezi | |
| Strengths: · A free alternative to PowerPoint · Presentations created online, then downloaded for future use | Opportunities: · Can be delivered with greater effectiveness than traditional slides |
| Weaknesses: · Subject to technical difficulties · Can not be created without internet connection · May not be able to handle extensive amounts of content | Threats: · Can lose work if internet connection is lost |
I can’t say that I’ve ever had any prior contact with this application, although from what I have seen from it’s online tutorial I was quite impressed. The ability to be able to arrange multiple things on a single page would be very appealing to people who weren’t great fans of the divisive, step-by-step approach of PowerPoint. But I do have some concerns about this application were to work with larger presentations with extensive amounts of text and media, the organising of which may become somewhat overbearing.
I would definitely offer this web-based application as a viable alternative to students if they did not feel comfortable using or had access to PowerPoint. Although PowerPoint still being a preference due to its non-reliance on a constant internet connection and staunch reputation.
Glogster: Glogster is largely a spin-off from MySpace, although the main focus remains the creation of interactive posters or ‘glogs’. Interestingly enough these posters act as an interactive blog, resulting in an overwhelming impression of an emotive diary (which probably explains why it is primarily used by adolescent girls).
| Glogster | |
| Strengths: · Engages visual learners | Opportunities: · Web design skills |
| Weaknesses: · Subject to technical difficulties · Can not be used without internet connection · Restricted to computer usage | Threats: · Students may be more interested in the social networking aspect of it · May seem somewhat ‘childish’ to more mature students |
I do not believe that the appeal of the ‘interactive posters’ is enough for me to steer students towards this tool, more so proactively making sure that they avoid it due to it’s social networking aspect. Let me be clear that I have nothing against student networking, but most students will already be sufficiently exposed social networking from their home life, something I would not encourage due to its primarily low-level content and numerous security implications.
I am of the opinion that this should not be used in schools. If students need to create posters let them do so in photo editing applications, and if they need to network, set up a wiki. So not only will I avoid using this application, I doubt it will remain a viable tool for very long.
Group 4 Technologies (Animations & Simulations):
(Google Earth, Google Maps & Google Documents)
The fourth set of technologies we were asked to examine were various Google applications such as Google Earth, Google Maps and Google Documents. The Google Corporation in recent years become one of the world’s largest companies based on their highly efficient, effective and highly popular search engine. As time has progressed they have continued making information as accessible as possible with a series of informative and innovative web based programs (Google Earth, Google Maps and Google Documents). These free-web based applications are powerful compliments to any student or teachers’ research.
Google Earth: Google Earth is a pioneering application which utilises satellite technology, extensively and continually mapping the earth from above. It allows users to ‘circumnavigate’ the world through a massive collection of pre-rendered pictures. With a free, small sized application, students can type whatever location they so desire. The application narrows in on their location, leaving them to zoom in or out or simply explore with basic dragging motions with their mouses. This technology helps explain the landscape of the world around us, bringing seemingly far-away and foreign issues into greater relevance.
| Google Earth | |
| Strengths: · Free · Highly immersive · Continuously higher quality picture resolutions | Opportunities: · Gives students a perspective on scale · Gives students the opportunity to circumnavigate the globe · Gives greater relevance to foreign issues |
| Weaknesses: · Subject to technical difficulties · Can not be used without an internet connection | Threats: · Can be potentially invasive · Students may be more interested in finding their friend’s houses than set task · Can engage students with poor eyesight |
I have had some use myself of Google Earth, looking at everything from Pyongyang to my own backyard. I have found it to be a very immersive and enjoyable learning process, only furthered by my own personal intrigue.
I would definitely encourage students to use this, not only would it give them an idea about location it gives them a perspective on the earth that we live. Furthermore it helps them investigate certain events in greater context e.g. historic battles.
Google Maps: Google Maps is yet another free, web-based service offered by Google. It is a global mapping service, listing all available street directory and business information. Its greatest strengths lay in the ability for people to be able to plan routes, by foot, car or even public transport.
| Google Maps | |
| Strengths: · Free · Helpful with urban planning | Opportunities: · Gives students a perspective on scale |
| Weaknesses: · Subject to technical difficulties · Can not be used without internet connection | Threats: · Students may be more interested in finding their friend’s houses than set task |
I would definitely encourage students to use Google Maps, although not as much as the other mentioned Google applications. But if given an appropriate context and activity it may prove very useful.
Google Documents: Google Documents provides a massive, ever-expanding database of old and new documents to users. Accessible via the web it incorporates word-processing, presentation, spread sheeting and data storage. It allows users to create their own documents and edit them, all whilst collaborating with other users in real-time.
| Google Documents | |
| Strengths: · Free · Accessible · Very helpful for research · Comprised of multiple applications | Opportunities: · Real-time collaboration |
| Weaknesses: · Subject to technical difficulties · Can not be used without internet connection | Threats: · May discourage students from using books when researching in the future |
Although I will admit that I have had very little engagement with this software myself (having grown quite fond of the smell of books), I am amazed at its potential (as well as Google’s on the whole) and their apparently altruistic offerings to the world of academia (excusing minor advertising revenue). Students and teachers can both benefit from this technology, with Google’s ever increasing resourcefulness providing rapid changes in the accessibility of information. Although as far as Google goes, its innovations are rapid and increasingly engaging, so it will pay to keep an eye on what they release every so often.
I would definitely encourage students to use this resource for it’s accessibility and effectiveness in connecting students with academic grade documents (unlike broad Google searches that more-than-often link users with general and unreferenced material).
