Home Economics Task Reflection

Hospitality Function

Culture Function

After receiving the necessary and vital help from my following classmates I was able to come up with an activity that supported the curriculum of home economics and also incorporated the fundamental contribution towards technology. This task can be seen by the following description and also the mind map below.  

Task:

o   Getting students to choose at least three different cultures that interested them or appealed to them. From here students need to research their style of cuisine, methods of preparation, equipment used and forms or ways of presenting foods. Via a blog the students need to record their findings on each of the three cultures discussing the positives and negatives of all three cuisines.

o   Then as a class students will to divide themselves into two groups need to pick two different cuisines and developed and create a three course menu that will be presented to the other group.

o   Students will need to think about, budget, availability of foods, presentation, menu choices, the nutrition available within each meal (throughout the application my fitness) and how hard their menu is to prepare. All these aspects will need to be recorded within a process journal (either via their blog or a wiki page).

o   Students will also be required to make a website as a group which will have their overall menu, fundamental research of their chose cuisine, images and examples of their trial cooks and a reflection of their function.

o   To assess their final menus, each group will be asked to create an instant restaurant that related to their chosen culture. Once they have decorated and produced their three course menu students of the other group will get to taste their finally foods (Just for a little bit of fun).

o   Based on their own reflection, students will also need to record (either throughout their blog or website) a score in which they believe the other team has achieved. Their score will need to be justified.

The digital technologies involved within this task can and should include Skype or YouTube (to see how other countries prepare, cook and present foods and how it is different from Australia), blogger (to recorded their process journal), Weebly (to show to the class their findings and final products, my fitness (to count the calories and nutrition available within their chosen foods) and wiki (another option for their process journal).  

Reflective Synopsis

EDSE12024

Assessment Task 1

Reflective Synopsis

After participating within the weekly embedded tasks, with relation to my own blog posts there is so much that I believe I have learnt, with regards to the vast range of digital technologies that can improve learning and offer good pedagogies. After discovering and learning about Bloom’s Taxonomy, the SAMR Model and the Dimensions of learning, I believe that throughout my blog posts I have gained a deeper and stronger understanding of how technology can be used within the classroom and how it benefits student learning, whether it may be individual learning or collaborative learning. This understanding and evidence of my own learning towards digital technologies will be depicted from my own contribution towards my blog posts, how effective and useful each technology could be within a classroom (with relation to the SAMR Model), evidence of how I have used each technology and my own contribution to other class members blogs within the online environment and face to face interactions.

 

 

 

 

 

 

 

 

 

Throughout the duration of this digital pedagogies course so far, I have not only managed to contribute my understanding of each of the chosen technologies in all five embedded tasks, I have also managed to understand that a pedagogy is simply the art of teaching which defines student learning. At the beginning of this course I wasn’t confident in completing the embedded tasks, due to the fact that my prior knowledge towards digital technologies was very limited. However throughout my weekly blogs it can be seen that each week I became more and more confident and efficient towards understanding and using the nominated technology for the given week and also how technologies can be used to portray good pedagogies. This can be seen throughout my blog when comparing my embedded task one response to my embedded task five response. Overall throughout my blog posts I covered and developed a range of digital technology skills including, contributions to my blog, how to edit images, what Thinglink is and how to used sky view. After using the information provided within the course materials and my prior knowledge of these digital technologies I was able to clearly establish what the technology was capable of, the technical aspects of it, the learning outcomes it provided for student learning, how the particular technology could be used within a classroom based on the SAMR Model and evidence that showed my improved digital skills. Throughout my blog posts it can be clearly seen that all of these aspects and elements required were highlight and outlined throughout my blog posts.

One example of this can be seen throughout my interpretation of weeks 4 embedded task. During this particular week task I decided to focus on images. Throughout this week I had overcome a huge step in my attitude towards digital technologies, as I was more confident in completing the task due to the fact that I had a lot of prior knowledge and experience with incorporating images within learning. I believe that I was effectively able to include the technical aspects of images, the learning outcomes that they could offer to improve student learning and a suitable range of activities that could be used to incorporate images within the classroom. I also believe that I was able include the SAMR Model’s four stages of substitution, augmentation, modification and redefinition and showed an effective example of how I had used the digital technology of images by changing the desired editing of an image. This blog post can be further viewed under week four’s embedded task.

However while I believe that I had effectively meet the criteria that was required for my own individual blog, I don’t believe that I managed to maintain this same outcome for the participation and contribution in the online learning community. This can be seen as during the first two to three weeks I didn’t comment or post anything about anyone’s blog. However during the fourth and fifth week of completing the embedded tasks, I was able to figure out how to respond and comment on other class members blogs. Therefore with relation to the criteria expect within the online learning community I do not believe that I have fully met the criteria as I only starting contributing within this online learning well into week four.

Another reason to why I believe that I have not met the criteria expected within the online learning community is due to the fact that my comments were not in-depth and did not offer constructive feedback. One of the reasons for this can be seen that within our group to was difficult to criticise blogs of my class members. Therefore with relation to this section of the task and the requirements expected I could have better extended my comments with constructive feedback to form more formative and engaging responses. However having said this, my participation within the course with relation to class member or face to face discussion, whether it was about the embedded task or discussions related with the course materials, I strongly believe that my participation within this was much more in-depth and constructive. This can be seen as when in class I shared my opinion when it was required and also worked in collaboration with other class members on certain aspects of given tasks.

Overall after reflecting on my own participation with the weekly embedded tasks it can be seen that I have effectively completed the tasks and engaged within the digital technology of a blog. By using my blog as a source of communication it can also be seen that I have used and developed of range of different digital skills throughout research conducted and by navigating my way around certain digital tools. With relation to the SAMR Model, Bloom’s Taxonomy and the dimensions of learning it can be seen that I have weekly highlighted learning outcomes and learning theories that could be achieved by using technology. Based on my own blog the main recommendation I need to improve on would be my ability to interact within the online learning community and offer constructive feedback.

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.