Task 5: Sky View

For this week’s embedded task I have decided to talk about the technology and use of the application ‘Sky View’.

Technical Aspects

o   Allows you to use your phone, notebook computer or IPad or IPod as essential a scanner for identifying stars and planets within our solar system.

o   Easy to use and control

o   It is free to download from any app store.

o   No prior experience is needed to work this application as it is as simple as pointing your device at the sky or ground and seeing what stars and planets are where.

o   Also is an app that can be used within the day time and not just at night.

Learning Outcomes

o   Self-guided or individual learning.

o   Enhances technology skills.

o   Enhances knowledge and understanding of our solar system.

o   Could be used to offer collaborative learning. For example starting a blog or group discussion of what stars or planets each student is able to locate.

SAMR Model

This particular technology could be used with relation to the SAMR Model. This could be seen throughout the different levels of substitution, augmentation, modification and redefinition.

Substitution

Instead of asking students to find where stars and planets are located within our solar system in a text book, get them to use sky view to find them.

Augmentation

Students are then asked to share their findings by contributing their finding to class blog or class folder which show what stars or planets they have found.

Modification

From here students are asked to find internet links which further research what stars and planets they have found and embed these link within their class blog or class folder.

Redefinition

From here students need to use their findings and the findings from other class member to build a mini solar system.

Unfortunately I wasn’t sure how to show evidence of these particular technology of sky view so instead I decided to share a link which allows anyone to download sky view and start finding out what stars are where https://itunes.apple.com/au/app/skyview-free-explore-universe/id413936865?mt=8

Also I have uploads two picture of the stars and planets in which I have found using this application. 

 

 

 

 

 

 

 

 

 

 

Week 5: Class Reflection

Digital Pedagogies in Secondary Schools

Week 5: Class Reflection

Throughout this week’s lesson of Digital Pedagogies in Secondary Schools there were a number of learning outcomes that I was able to reach that I originally thought were impossible, the opportunity to work in a group in which I normally wouldn’t and I was also given the opportunity to see how other students interpreted and understood the same task I was given. The learning outcomes that I personally was able to achieve were:

o   The ability to improve my digital skills. This was achieve by creating my own account on Thinglink and actually being able to navigate my way around the site.

o   Interactive learning. This was achieved by working within my group as I was able to share ideas and questions I had about the given task. Also by sharing our interpretation of a Thinglink to the rest of our class as the end of our lesson.

o   Also I believe I was able to achieve a little bit of self-guided learning. This was due to the fact that I originally had no idea what a Thinglink was or how to access it, however by the end of the lesson I was able to explain to others what a Thinglink was and how to use its setting.

Throughout this lesson we were divided into group of two. Being that I was partnered with someone I wouldn’t usually do much group work with, I believe that I was given the opportunity to see how they understood certain task or also more about them in general. For example not only did I get to see the learning style of my partner and how she undertook certain tasks I was also able to understand why she come up with answers and question based on our group research.

Lastly towards the end of our lesson, I was able to see how other students not within my group understood and interpreted the same task my group was given. This was very interesting and fun as it made me see how others can understand certain ideas different to me, however also made me understand how they got to the conclusion that they proving. I rather enjoy this lesson as it was a good example of the different way students can learn and all the different digital tools that are available for students to be using within the classroom rather than just using a book and pen!

I was also able to figure out (with some help) how to comment on other peoples blogs!!! Yay!! 

 

Week 4: Reflection on Images

For this weeks Embedded Task I have decided to focus on what the technical aspects of images are, the learning outcomes that images offer, how images can benefit student learning and how images can be used with regards to the SAMR Model.

Technical Aspects of Images:

o   Images are a visual representation of things. Words can be used however images or picture are generally used.

o   They offer a visual learning style to students.  

o   Images can be customised or edited (This can included changing the brightness of the image, changing the shading of an image and adding or removing aspects of the picture).

o   Images can be made smaller or larger depending on the desired size.

Learning outcomes:

The learning outcomes offered by images include:

o   Visual learning. Visual learning is used but instead of using words, pictures are used for students to gather and interpret the information based on their understanding of an image.

o   Images can be used as online materials to engage thinking within learners. This can be through knowledge, understanding, evaluation and analysing.

Student learning:

 

Images can play a large part in student learning. For students that understand visual images better then oral discussion or visual written topics, will achieve make better if a visual image is present. For example as seen within the course materials provided a simple task might be allowing students to take a digital camera with them on a field trip to document important factors rather than writing them down. This would not only save time, it would make their task much more interesting and incorporate digital technology into their learning.

 

SAMR Model

As mentioned in last week’s blog, the SAMR Model is a scale which rates how technology can be used and what level it is used at. This may be Substitution, Argumentation, Modification and Redefinition level. Based on these four levels images will be discussed in how they could meet all four level.

Substitution: Instead of writing down important factors from a school field trip, students have been asked to use a digital camera to photograph the important factors.

Argumentation: When back in class students are then asked to upload there images into folders based on the categories in which they belong.

Modification: Using editing programs students must now edit their photos, this could be changing the desired background (seeing photos in a different light, shape or angle).

Redefinition: Students must now use these edited images and make a collage that presents them as an individual (showing their ability to add and delete certain parts of images).

Original Image

 

Edited Image

Week 3: Reflection on Blogs

For this week’s blog I have decided to focus on what blogs are, the technical aspects of a blog, how blogs can be used to support learning outcomes within a classroom and how a blog can be used with regards to the SAMR Model.

Technical Aspects of a Blog:

o   Essentially a blog is a web page were an individual can post anything in which they desire (blogs can generally be seen as an on-line journal).

o   The settings of a blog include: adding posts and pictures, editing pervious blog posts and deleting aspects of their blog. Another important setting of a blog is that blogs occur in chronological order.

o   Blogs are generally used and operated by one author however, if the creator decides to make the blog open to a small group of people then one blog can be accessed by that group and not just one individual. However you must be initially added by the creator you cannot just join anyone’s blog, like a wiki.

o  

 A blog can be customised for example, you can change the background colours of a blog and you can change the font style and size.

 

o   Blogs are very easy to access and use. If you have access to a computer you can use a blog. No advance technology skills are involved in using a blog, as you simply create a blog page by using your email address or if you do not have one setting up a Gmail account.

The learning outcomes in which a blog can support can include: getting students to reflect. This could be on what they have just learnt, either a lesson or a topic or to reflect on what they may have learnt that they did not previously know. Another learning outcome supported by blogs may include improving their digital typing skills, as instead of writing down in their notebook they have the opportunity to type it up in their blog. From here they can show their technology skills by customising how they want or choose their blog to be presented.  

SAMR Model

The SMAR Model is a very important model that shows four very different levels of how technology can be used to complete, modify and change a given task. These four levels include substitution, argumentation, Modification and Redefinition. (A link to a YouTube clip that explains the SMAR Model in more depth can be accessed though https://www.youtube.com/watch?v=us0w823KY0g) An example of how the SAMR Model could be used within a classroom with relation to a blog could be a simple as getting students to blog what inspires them.

SUBSTITUTION: Instead of writing down in their notebooks, students are to post in their blog what inspires them most in life.

ARUGMENTATION: From here students are then asked to upload files, documents or images that represent this inspiration.

MODIFICATION: Links must now be embedded or added to their blogs that shows where this initial inspiration started. This may be links to YouTube clips, personal recordings etc.    

REDEFINITION: Students must now design a short film clip or series of images that will be presented to the rest of the class that shows what interests or inspires them.

Image of the SAMR Model.

  

Week 2: de Bono's Hats

After attempting and completing the de Bono’s Hats/Mobile phones Wikispace activity, it became very clear to me as to why the information within the course materials, course readings and activities were provided. Not only were the course activities relevant to the whole course (Digital Pedagogies in Secondary Schools) itself, but I believe that they gave me the insight and foundations I needed to be able to answer the chosen question through  de Bono’s Hat activity. One example of this can be seen throughout Bloom’s Cognitive Taxonomy activity within topic 2. Based on my understanding of Bloom’s Cognitive Taxonomy was that it was used as a way to develop and support different types of thinking and questioning to develop a higher order of thinking. This was achieved by learners analysing, evaluating and synthesising concepts or processes. Based on this, I believe that the same method was incorporated into de Bono’s Hats activity as each different coloured hat had me evaluating, analysing and synthesising the same question just in a different perspective. Having said this I also believe that the learning theory and pedagogy that was based around the wikispace activity was re-enforced through Bloom’s Taxonomy as in order to promote and achieve higher order thinking the processes again of evaluating and analysing needed to be developed and scaffolded. This was certainly done within the wikispace activity as the course materials gave the needed scaffolding to complete the task at hand. Due to this scaffolding I was able to achieve many learning outcomes. These include:

o   Being able to identify different ways of thinking and different perspectives to the same question

o    Understand and reflecting on the wikispace question by involving the process of high order thinking, and

o   Identify both the positives and negatives associated with mobile phones within classroom settings.

Overall based on the learning design of the wikispace activity, by incorporating the course materials, readings and activities as scaffolds to complete the Bono’s Hats activity I believe that it added an extra understanding on how to complete or how to go about completing the given task. Therefore I believe that the learning design of this activity was very interesting, useful and one learning design to keep in mind that could later benefit my own style of teaching.

My name is Rebecca Wade. I am currently in my 2nd year of University at the Central Queensland University. While aiming to complete my Bachelor of Secondary Education my two discipline subjects are, Home Economics and English. I am very passionate about both my chosen disciplines and hope that when I complete my courses and become a qualified teacher, that I will be able to inspire my students through the passion and love I have for these specialised  areas.

Rebecca and technology or digital skills are two words that should never go in the same sentence. However, as we are now faced with
a generation that has grown up with technology including; IPads, IPhones, Apple computers etc, I know that it is vital from me to change the way I think and use technology. Having said this, throughout this course (EDSE12024 - Digital Pedagogies in Secondary Schools) I hope to gain the knowledge and confidents to improve my digital skills. By being able to improve my digital skills I believe will open news pathways for me to be able to interact and teach the students of today.