Course Reflection

A whirlwind of activity has been presented before me over my inclusion in this Web 2.0 course. The presentation and active involvement in all the available technologies and learning tools will play a large part in my future lesson planning and creation of class materials.

When I look at the skills that are to be developed with students as they enter into a digital age of delivering content, it seems they already have minor scratchings of knowledge in most areas but need some fine tuning to be successfully implemented into their learning and retention process.

The iLearning model presented to us, asks how we will contribute these to learning spaces in the 21^st century….if posed with this question before the Web 2.0 course I could have only contributed a small percentage to everyday delivery. After learning and developing my skills toward all the resources available to us, I feel confident that I can cater to the large variety of learners in the classroom. The iLearning ideals provide a platform of criteria to ensure that all students understand what their best mode of learning is and how they can apply it.

iLearning Ideals

Communication and collaboration skills

Questioning skills

Reflective skills

Creative thinking skills

Critical thinking skills
Multimodal literacy skills

As I analyse myself as a deliverer of content that needs to be retained and recalled. I see that catering for ‘Higher Order Thinking Skills’ in the Blooms Taxonomy can be readily achieved by promoting the use of technology in conjunction with appropriate content. Allowing students multiple opportunities to create and evaluate their own work by using learning tools in the 21^st century will enhance the content available to them and how they integrate it into everyday learning.

As I reflect upon my time as a Web 2.0 participant I can visualise how all my new learning experiences will enhance my teaching abilities and provide a collaboration of content catering for multiple learning styles.

‘Remember, it’s not about the Technology; it is about good learning and teaching first. The technology is merely a tool to enable us to achieve our goals.’

Module 10

During my learning experiences I have found that Wiki's encourage group social interaction and collaboration. They can be useful storage devices for a range of educational information that can be accessed continually at the same time. Wiki’s have the implication to be used in a variety of manners, especially when the content for a subject is often repeated and can be recalled for multiple uses.

I can see the positive contributions this may have for the TAS subject area, providing access to plans and specifications that need to be viewed by a whole class and offer multiple viewings. By involving students and allowing for a self direction in their learning can be most effective when they are actively involved in the construction of their own knowledge.

The use of Nings can be seen in much the same light as Wiki's, a creative space where students are able to interact with a range of resources.

Both of these programs have huge potential to be used in an educational sense once they have been taken on board by other professional educators and implemented effectively into the classroom.

Module 9

More web based learning resources than you can poke a stick…

….but again everyone is delving into the world of technology based learning.

Scootle is again another housing for web based learning centre, but with a difference. It actually provides access to a wide range of curriculum resources that can accessed from almost anywhere. Resources include interactive learning objects, images, audio files and movies.

Social networking sites are becoming a common trend in today’s society. They are able to relate any and all information which is now available anywhere in the world. Whether it’s instant breaking news, a new website with educational information or a recent update from a friend in Holland, networking is connecting us all. The technology we all utilise is fast becoming associated with the youth of today. The challenge as teachers is to stay current with trends and continue our connection with students, whilst providing quality engagement.

Module 8

What an innovative program, a device that allows access for any updated information to be processed as it is revealed. Using feeder and news aggregator software, allows you to obtain RSS feeds from a network of sites instantly, displaying them on demand.

It’s no wonder that through our social networking sites, news and current affairs are spread like wildfire. If you follow a Blog, as soon as a new post is added or updated your ‘dashboard’ displays the current info, this is a RSS feed integrated into its own system.

On the contrary, is this a positive notion? It almost seems that whoever gets their information out first is the ‘narrator’ of the event...food for thought…

Module 7

Delicious delivers itself as a communal bookmarking service. Allowing the user to collect and save your bookmarks online, share them online with others, and stay up to date with new sites being bookmarked by others.

Delicious provides a range of services that can be integrated into the school community and not just the classroom.

As users bookmark sites they become available from any computer, anywhere, anytime. This allows instant access to relevant subject information, (as long as site allocations are monitored). If a certain topic is under research, any popular bookmarks are available, providing a larger network of content. As students add to their own bookmarks they are able to share new information with friends.
I forsee the advantages of this tool, but again only if close monitoring is followed. Staying on task without being distracted on the Web is hard enough for myself, let alone an adolecent you has just discovered his mates Flickr page......

(Reflective post on another Blogger found in Module 4)

Module 6

What an overload of content that is being taken from the good ol' blackboard and being slapped onto our Smart board. Editing advantages, ease of use to add, include and delete aspects as they come to mind only enhances the students’ engagement for our chosen task.

The purpose of a mind map or cognitive organiser has always been about allowing students to visualise their own ideas and concepts, providing ownership of the task. Now as an individual they are able to communicate how they see links to other content pathways and create new 'thought bubbles' as they generate these ideas.

I can definitely see myself integrating this into my task activities to better assist the explanation of linking content to a core factor. Tasks that involve creating innovative products always stem from an existing product and contain functions/factors of design. Students will have the opportunity to make their own links to relevant factors and critique final decisions against final products providing beneficial feedback on their own work.

Module 5

With the amount of content now available to the world, through a widerange of media, it is of no surprise that information is integrated into emerging technologies.
I indulge into the world of podcasting essentially through Triple J, thier program 'Hack' delivers the most relevant stories of the day from the unique - and often surprising - viewpoint of young Australians.

Podcasts and Vodcasts can be an essential learning tool in schools that have the capability to relate to students in an age where technology is constantly innovating. These communication tools are a valuable source of information which are able to deliver recent events and archived media. They are highly accessible, many of no charge to the interested parties and easily transportable.

I forsee this digital media becoming an essential tool to communicate with a generation that demands and becomes ever reliant on technology. By utilising a resource so readily available and engaging, it can only improve students greater understanding of concepts and enhance our range of teaching practices.