Brown, J. & Innes, J. (2003). Using digital video in the classroom: Another fad or feasible technology for all teachers? Computers in New Zealand Schools, 15 (2), 44-50.
Brown & Innes found that the benefits of using digital video to enhance student learning included;
The social nature of students’ learning – encouraged discussions related to planning, filming and editing, and developed group communication and co-operative skills.
The positive interdependence between students – sharing roles ensured no student was inactive or excluded.
The reflective nature of students’ learning – Video cameras allowed students to receive instant visual feedback, reflect on and analyse decisions using their subject and media knowledge.
The authentic and complex nature of the task – The work was complex and the final product had a real audience.
Sunday, November 4, 2007
Theme 7: Reading Two
Turner, S., & Handler, M. (1997). Hypermedia in education: Children as audience or authors? Journal of Information Technology for Teacher Education, 6 (1), 25-34.
Hypermedia refers to a unique kind of software environment that combines the characteristics of both hypertext and multimedia. Hypertext refers to an environment in which we can jump around electronically within large amounts of text. Hypermedia extends this concept to include other forms of media, such pictures, sound, animation, and video. Ideas and concepts – whether represented as text, sound, or images – can be linked to related ideas and concepts. Different people exploring the same body of information are likely to follow different paths, depending on their interests and objectives.
Hypermedia refers to a unique kind of software environment that combines the characteristics of both hypertext and multimedia. Hypertext refers to an environment in which we can jump around electronically within large amounts of text. Hypermedia extends this concept to include other forms of media, such pictures, sound, animation, and video. Ideas and concepts – whether represented as text, sound, or images – can be linked to related ideas and concepts. Different people exploring the same body of information are likely to follow different paths, depending on their interests and objectives.
Theme 7: Reading One
Smith. H., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: Boon or bandwagon? A critical review of the literature. Journal of Computer Assisted Learning, 21, 91-101.
IWBs (or electronic whiteboards as they are perhaps more accurately called) are large, touch-sensitive boards, which control a computer connected to a digital projector. The benefits of IWBs for teaching include;
flexibility and versatility
multimedia/multimodal presentation
efficiency
supporting planning and the development of resources
modelling ICT skills, and
interactivity and participation in lessons.
IWBs (or electronic whiteboards as they are perhaps more accurately called) are large, touch-sensitive boards, which control a computer connected to a digital projector. The benefits of IWBs for teaching include;
flexibility and versatility
multimedia/multimodal presentation
efficiency
supporting planning and the development of resources
modelling ICT skills, and
interactivity and participation in lessons.
Saturday, October 13, 2007
Theme 6: Reading Two
Wasseerman, E. & Millgram, Y. (2005). Changes in the approaches of teachers following computerization of schools. Journal of Educational Computing Research, 33(3), p249-267.
Many researchers stress that the most significant variable for the success of the computer is the teacher’s approach toward the change. As middlemen, they are required to carry the change, and it is their responsibility to integrate the computer into their regular instruction. In order to carry this task, they must go through a process, which includes learning, internalization, and application. It should be emphasized that the teachers point to a change in the “diversification of teaching methods” and not “a change in teaching methods”.
Many researchers stress that the most significant variable for the success of the computer is the teacher’s approach toward the change. As middlemen, they are required to carry the change, and it is their responsibility to integrate the computer into their regular instruction. In order to carry this task, they must go through a process, which includes learning, internalization, and application. It should be emphasized that the teachers point to a change in the “diversification of teaching methods” and not “a change in teaching methods”.
Theme 6: Reading One
Guerrero, S.M. (2005) Teacher knowledge and a new domain of expertise: Pedagogical technology knowledge. Journal of Educational Computing Research, 33(3), p241-264.
While many researchers and educators have studied the application and use of technology in teaching and learning, little attention has been to developing a theoretical conceptualisation of the knowledge base necessary for teachers to successfully employ technology as part of their instructional repertoires.
With technology’s increased acceptance and presence as an educational and instructional tool in today’s school settings, it becomes glaringly obvious that contemporary conceptualizations of teachers’ formal knowledge have been remiss in their exclusion of a domain of knowledge directly related to technology and its use in the classroom.
While many researchers and educators have studied the application and use of technology in teaching and learning, little attention has been to developing a theoretical conceptualisation of the knowledge base necessary for teachers to successfully employ technology as part of their instructional repertoires.
With technology’s increased acceptance and presence as an educational and instructional tool in today’s school settings, it becomes glaringly obvious that contemporary conceptualizations of teachers’ formal knowledge have been remiss in their exclusion of a domain of knowledge directly related to technology and its use in the classroom.
Theme 5: Reading Two
Jewitt, C. (2006) Technology, literacy and learning: A multimodal approach. 270 Madison Ave, New York, NY 10016: Routledge.
Chapter Two
A multimodal approach to technology-mediated learning offers a way of thinking about the relationship between semiotic resources (i.e. the resources of and for making meaning) and people’s meaning making. This relationship is central to my attempt to understand the potential impact of new technology on knowledge, literacy and learning. Multimodality offers an approach that can be applied to the prominent role of visual and other ‘non-linguistic’ semiotic resources on the computer screen and the way many modes involved in learning: the semiotic resources of image, colour, animated movement, writing, sound-effect, speech and so on.
Social semiotics and multimodality offer conceptual tools for the analysis of meaning making. This leaves out the socially situation character of meaning making. I complement multimodality with the heuristic framework of activity theory to give due attention to the socially situated character of meaning making.
Chapter Two
A multimodal approach to technology-mediated learning offers a way of thinking about the relationship between semiotic resources (i.e. the resources of and for making meaning) and people’s meaning making. This relationship is central to my attempt to understand the potential impact of new technology on knowledge, literacy and learning. Multimodality offers an approach that can be applied to the prominent role of visual and other ‘non-linguistic’ semiotic resources on the computer screen and the way many modes involved in learning: the semiotic resources of image, colour, animated movement, writing, sound-effect, speech and so on.
Social semiotics and multimodality offer conceptual tools for the analysis of meaning making. This leaves out the socially situation character of meaning making. I complement multimodality with the heuristic framework of activity theory to give due attention to the socially situated character of meaning making.
Theme 5; Reading One
Jewitt, C. (2006) Technology, literacy and learning: A multimodal approach. 270 Madison Ave, New York, NY 10016: Routledge.
Chapter One
After all the research that has been conducted into technologies and learning the most positive case scenario is that some new technologies help some people learn in some instances. The failure to incorporate technology into the schools effectively has rarely been attributed to the design of technologies. Rather it has been seen as a failure of government policy, inadequate funding, lack of educational vision, and or the apathy and resistance of teachers.
Jewitt brings together two ways (multimodality and activity theory) of thinking to provide a framework for using educational technologies within the classroom.
Chapter One
After all the research that has been conducted into technologies and learning the most positive case scenario is that some new technologies help some people learn in some instances. The failure to incorporate technology into the schools effectively has rarely been attributed to the design of technologies. Rather it has been seen as a failure of government policy, inadequate funding, lack of educational vision, and or the apathy and resistance of teachers.
Jewitt brings together two ways (multimodality and activity theory) of thinking to provide a framework for using educational technologies within the classroom.
Saturday, August 11, 2007
Theme 4: Reading Two
Klopfer, E., Yoon, S. & Um, T. (Summer 2005). Teaching complex dynamic systems to young students with StarLogo. Journal of Computers in Mathematics and Science Teaching. 24 (2), 157.
This research article reports on how a modelling programme called StarLogo http://education.mit.edu/starlogo/ helps students to learn about complex systems and scientific methodology. StarLogo modelling encourages playful design and exploration. The authors suggest that students at an early age develop deep-rooted misconceptions about science. They assert that the linear nature of investigation and quest for the right answer is a focus of traditional teaching of scientific methods.
StarLogo helps “teachers and students investigate complex systems through designing, building, and analyzing models of physical and social phenomena using multiple variables interacting at any given time.” StarLogo also introduces students to the concepts of computing programming and modelling.
Two groups of students aged 10-11 years and 12-13 years used StarLogo over seven weeks covering several modelling projects. The researchers also required subject teachers from technology, mathematics and science to provide scaffolding activities so students became familiar with the StarLogo programme.
The authors wanted to find answers to the following research questions;
1. What do younger students learn with this set of educational technology tools?
2. How do younger students respond to the open-ended nature of the Adventures in Modeling curriculum?
3. How can the curriculum be adapted to better meet the needs of younger students?
The authors used the follow methods to gathering data;
a) Student projects posted on a discussion board were reviewed by researchers,
b) Paperback note books allowed students to write daily entries,
c) Video taping of student interviews and classroom participation/behaviour, and
d) Online surveys completed by students.
The results showed support for using StarLogo with students younger than high school and even middle school levels. Students aged 10-11 years were particularly creative with their modelling. The authors suggested that more research should be conducted on trying to find out how to integrate appropriate play activities for middle school (12-13 years). I enjoyed reading this article because it introduced me to another way of approaching science investigations.
This research article reports on how a modelling programme called StarLogo http://education.mit.edu/starlogo/ helps students to learn about complex systems and scientific methodology. StarLogo modelling encourages playful design and exploration. The authors suggest that students at an early age develop deep-rooted misconceptions about science. They assert that the linear nature of investigation and quest for the right answer is a focus of traditional teaching of scientific methods.
StarLogo helps “teachers and students investigate complex systems through designing, building, and analyzing models of physical and social phenomena using multiple variables interacting at any given time.” StarLogo also introduces students to the concepts of computing programming and modelling.
Two groups of students aged 10-11 years and 12-13 years used StarLogo over seven weeks covering several modelling projects. The researchers also required subject teachers from technology, mathematics and science to provide scaffolding activities so students became familiar with the StarLogo programme.
The authors wanted to find answers to the following research questions;
1. What do younger students learn with this set of educational technology tools?
2. How do younger students respond to the open-ended nature of the Adventures in Modeling curriculum?
3. How can the curriculum be adapted to better meet the needs of younger students?
The authors used the follow methods to gathering data;
a) Student projects posted on a discussion board were reviewed by researchers,
b) Paperback note books allowed students to write daily entries,
c) Video taping of student interviews and classroom participation/behaviour, and
d) Online surveys completed by students.
The results showed support for using StarLogo with students younger than high school and even middle school levels. Students aged 10-11 years were particularly creative with their modelling. The authors suggested that more research should be conducted on trying to find out how to integrate appropriate play activities for middle school (12-13 years). I enjoyed reading this article because it introduced me to another way of approaching science investigations.
Theme 4: Reading One
Tan, S.C., Yeo, A.C.J, & Lim, W.Y. (Winter 2005). Changing epistemology of science learning through inquiry with computer-supported collaborative learning. Journal of Computers in Mathematics and Science Teaching. 24 (4). p367.
The aim of this research is to move away from learning about science towards learning to be scientists. This is also a focus of the New Zealand draft Science curriculum of looking at the nature of science. Science teaching that involves more open investigations where students create knowledge as opposed to a teacher-centred classroom. The authors advocate the need to “change the epistemology of the learning of science from instructivism to one of social constructivist learning”.
The research goal was to determine whether a Science Research course designed with an inquiry-learning approach and complemented by a computer-supported collaborative learning environment helped to develop students’ abilities to think and act in ways associated with inquiry. The authors used Knowledge Forum as an online platform for collaborative inquiry.
Groups of 3-4 students carried out 3 different investigations (Mysterious Journeys, Life of a Raisin & Candle Activity) under the guidance of a teacher. Each investigative activity focused on certain process skills (identify variables, operationally defining variables, stating hypothesis, graphing and interpreting data, and designing investigations). Students used Knowledge Forum to discuss their ideas.
To measure and compare the students’ scientific inquiry skills a pre and post test was administered before and after the Science Research course (Test for Integrated Process Skills II). Student participation in Knowledge Forum was also analysed in the research.
The research was carried out on high achieving secondary school students (grades 7 to 10) in Singapore. The research showed a significant improvement in the post-survey to pre-survey results in the scientific process skills. Students also used Knowledge Form to express their ideas allowing them to socially construct knowledge. The authors suggest that the small sample size was the main limitation of the research.
I enjoyed this article because the research could easily be conducted at my place of work. The New Zealand draft curriculum focuses on teaching the nature of science which places more emphasis on scientific inquiry skills which is GOOD thing considering the ‘sandpit’ scientific reasoning which goes on in some media.
The aim of this research is to move away from learning about science towards learning to be scientists. This is also a focus of the New Zealand draft Science curriculum of looking at the nature of science. Science teaching that involves more open investigations where students create knowledge as opposed to a teacher-centred classroom. The authors advocate the need to “change the epistemology of the learning of science from instructivism to one of social constructivist learning”.
The research goal was to determine whether a Science Research course designed with an inquiry-learning approach and complemented by a computer-supported collaborative learning environment helped to develop students’ abilities to think and act in ways associated with inquiry. The authors used Knowledge Forum as an online platform for collaborative inquiry.
Groups of 3-4 students carried out 3 different investigations (Mysterious Journeys, Life of a Raisin & Candle Activity) under the guidance of a teacher. Each investigative activity focused on certain process skills (identify variables, operationally defining variables, stating hypothesis, graphing and interpreting data, and designing investigations). Students used Knowledge Forum to discuss their ideas.
To measure and compare the students’ scientific inquiry skills a pre and post test was administered before and after the Science Research course (Test for Integrated Process Skills II). Student participation in Knowledge Forum was also analysed in the research.
The research was carried out on high achieving secondary school students (grades 7 to 10) in Singapore. The research showed a significant improvement in the post-survey to pre-survey results in the scientific process skills. Students also used Knowledge Form to express their ideas allowing them to socially construct knowledge. The authors suggest that the small sample size was the main limitation of the research.
I enjoyed this article because the research could easily be conducted at my place of work. The New Zealand draft curriculum focuses on teaching the nature of science which places more emphasis on scientific inquiry skills which is GOOD thing considering the ‘sandpit’ scientific reasoning which goes on in some media.
Theme 3: Reading Two
Dobbins, B.D. & Berge, Z.L. (2006). Support for distance education and training. Distance Learning, 3(1), 1-8.
E-learning allows the scope of the education offered by an institution of higher education to expand exponentially while keeping expenses per student far lower than what is possible in a traditional classroom environment. E-learning is a tremendous educational resource that allows an organisation, whether a commercial firm or university, to serve a larger and more diverse student body than would be possible with a traditional classroom format.
The principle drawback of e-learning is that it requires both a computer and internet access. Studies indicate that e-learning students view the teacher as a very important source of support during the e-learning process. Teacher encouragement of peer tutoring also will have a significant impact on both student performance and their prospects for successful course completion.
E-learning allows the scope of the education offered by an institution of higher education to expand exponentially while keeping expenses per student far lower than what is possible in a traditional classroom environment. E-learning is a tremendous educational resource that allows an organisation, whether a commercial firm or university, to serve a larger and more diverse student body than would be possible with a traditional classroom format.
The principle drawback of e-learning is that it requires both a computer and internet access. Studies indicate that e-learning students view the teacher as a very important source of support during the e-learning process. Teacher encouragement of peer tutoring also will have a significant impact on both student performance and their prospects for successful course completion.
Theme 3: Reading One
Ham, V., Williamson-Leadley, S. & Toubat, H. (2006). National trends in teacher participation in ICTPD cluster programmes, 1999-2006: Results from the baseline surveys. Interim report to the Ministry of Education.
In general, the entry skills in ICT of teachers joining the ICTPD programmes have varied significantly according to particular ICTs. Generally teachers’ entry point skill levels have been low, but have steadily increased from cohort to cohort, especially with regard to the use of the internet and word processing. By 2006 the great majority of teachers entered the ICTPD programme with at least moderate skills in word processing and the Internet, but rather lower skill levels in other ICTs. The general increase in skill levels across cohorts would indicate that there has been a moderate ‘ICT upskilling effect’ occurring in the general teaching population, independent of the ICTPD cluster programmes.
Entry levels of ICT usage for lesson planning and preparation have also increased over time, with the Internet and lowered processing again featuring much more highly in 2006 than 1999. In 2006 more than half (52%) of the cohort had used ICTs ‘often’ or ‘always’ for general school administration, before the PD programme. This again would indicate a general increase in usage for these two purposes nationwide that is occurring independent of the cluster programmes.
In general, the entry skills in ICT of teachers joining the ICTPD programmes have varied significantly according to particular ICTs. Generally teachers’ entry point skill levels have been low, but have steadily increased from cohort to cohort, especially with regard to the use of the internet and word processing. By 2006 the great majority of teachers entered the ICTPD programme with at least moderate skills in word processing and the Internet, but rather lower skill levels in other ICTs. The general increase in skill levels across cohorts would indicate that there has been a moderate ‘ICT upskilling effect’ occurring in the general teaching population, independent of the ICTPD cluster programmes.
Entry levels of ICT usage for lesson planning and preparation have also increased over time, with the Internet and lowered processing again featuring much more highly in 2006 than 1999. In 2006 more than half (52%) of the cohort had used ICTs ‘often’ or ‘always’ for general school administration, before the PD programme. This again would indicate a general increase in usage for these two purposes nationwide that is occurring independent of the cluster programmes.
Saturday, May 5, 2007
Theme 2: Reading Two
Prensky, M. (October, 2001). Digital natives, digital immigrants. On the Horizon, NCB University Press, 9(5).
Digital Natives, Digital Immigrants.
Prensky suggests that our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. It is now clear that a result of this ubiquitous environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors. Our digital immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.
Digital Natives, Digital Immigrants.
Prensky suggests that our students have changed radically. Today’s students are no longer the people our educational system was designed to teach. It is now clear that a result of this ubiquitous environment and the sheer volume of their interaction with it, today’s students think and process information fundamentally differently from their predecessors. Our digital immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language.
Theme 2: Reading One
Prensky, M. (December 2005/January 2006) Listen to the natives. Educational Leadership, 63(4), 8-13.
Listen to the Natives
Prensky states that times have changed, and so have students, the tools and the requisite skills and knowledge. Digital natives are today’s technologically savvy students. Prensky states that teachers must put engagement before content when teaching. He also states that educating or evaluating students without these tools makes no more sense to them than educating or evaluating a plumber without his or her wrench. Schools should actively teach students this technology and encourage them to use it.
Listen to the Natives
Prensky states that times have changed, and so have students, the tools and the requisite skills and knowledge. Digital natives are today’s technologically savvy students. Prensky states that teachers must put engagement before content when teaching. He also states that educating or evaluating students without these tools makes no more sense to them than educating or evaluating a plumber without his or her wrench. Schools should actively teach students this technology and encourage them to use it.
Theme 1: Reading Two
Jonassen. D. (2006). Modeling with technology: Mindtools for conceptual change (3rd ed). Upper Saddle River, NJ: Merrill Prentice Hall.
Chapter Three: Assessing Learning by Modeling
Assessing Learning by Modelling
Jonassen suggests that the answer to assessment-driven learning in the classroom and an antidote mediocrity is modelling. Conceptual change is one of the most meaningful conceptions of learning. So if we want students to engage in conceptual change, then we need to assess conceptual change. Jonassen proposes that models students construct while representing domain knowledge, systems, problems, experiences, and thought processes can be used to assess conceptual change.
If you use other forms of assessment (essay, problem, examinations, etc.) in addition to Mindtools models, make sure that they too assess knowledge constructing and meaningful learning. Mindtools can be used to assess knowledge construction, self-regulation, collaboration and critical thinking.
Chapter Three: Assessing Learning by Modeling
Assessing Learning by Modelling
Jonassen suggests that the answer to assessment-driven learning in the classroom and an antidote mediocrity is modelling. Conceptual change is one of the most meaningful conceptions of learning. So if we want students to engage in conceptual change, then we need to assess conceptual change. Jonassen proposes that models students construct while representing domain knowledge, systems, problems, experiences, and thought processes can be used to assess conceptual change.
If you use other forms of assessment (essay, problem, examinations, etc.) in addition to Mindtools models, make sure that they too assess knowledge constructing and meaningful learning. Mindtools can be used to assess knowledge construction, self-regulation, collaboration and critical thinking.
Theme 1: Reading One
Jonassen. D. (2006). Modeling with technology: Mindtools for conceptual change (3rd ed). Upper Saddle River, NJ: Merrill Prentice Hall.
Chapter Two; Model Building with Mindtools
Jonassen, states that when a Mindtool is being used, knowledge is constructed by the leaner not provided by the teacher. Mindtools are just that: tools for engaging the mind. The principal purpose of modelling is the construction and revision of conceptual understanding, that is conceptual change. Mindtools are generaliseable computer tools that are intended to engage and facilitate cognitive processing. What can be modelled; domain knowledge, systems, problems, experiences (stories) and thinking (cognitive simulations). Constructing models facilitates intense cognitive and social activities that result in conceptual change.
Limitations of model building
Model building is very demanding for learners requiring the integration of multiple sources of information. Different kinds of modelling tools require different building of intellectual development. Models only represent interpretations of phenomena in the world however misconceptions prevail about models.
Chapter Two; Model Building with Mindtools
Jonassen, states that when a Mindtool is being used, knowledge is constructed by the leaner not provided by the teacher. Mindtools are just that: tools for engaging the mind. The principal purpose of modelling is the construction and revision of conceptual understanding, that is conceptual change. Mindtools are generaliseable computer tools that are intended to engage and facilitate cognitive processing. What can be modelled; domain knowledge, systems, problems, experiences (stories) and thinking (cognitive simulations). Constructing models facilitates intense cognitive and social activities that result in conceptual change.
Limitations of model building
Model building is very demanding for learners requiring the integration of multiple sources of information. Different kinds of modelling tools require different building of intellectual development. Models only represent interpretations of phenomena in the world however misconceptions prevail about models.
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