Week
3 Reflection- Grace Miller s0242997
Technical Aspects-
This
reflection will focus on the technical elements of the online spaces: Blog,
Wiki and the website creator, Weebly and will also discuss the importance of
integrating these spaces in education. These online spaces provide teachers and
students the opportunity to populate the digital platforms with their own
content.
It
was brought to my attention this week that there are two types of ‘phrases’
that construct the World Wide Web. These include Web 1.0, which is the readable only phrase. Content does not
change for different viewers and only the web masters can add and edit content
themselves. The second phrase I was enlightened to was Web 2.0, which is quite the
opposite to Web 1.0 as it is owned by the people, not just one author.
Individuals and groups can publish, share, network and download using an online
space. Tools and toolbars are embedded into programs such as the ‘edit’ and
‘save’ button on a Wiki page.
It
is important to note that these online spaces should only be used when there
are clear learning benefits for the students. It is also important that the
learning that occurs in the classroom is generated through the use of digital
technologies is unable to occur in any other way. A further vital element of
utilising technology in schools is that the students must be using the tools to
support their learning, not the teacher presenting information through ICT.
All
three of the online spaces that are of focus this week ensure users sign up by
creating a username or webpage and a personal password. This provides security
for learners, which in the scenario of a classroom is imperative. When students
are engaged in a Wikispace, their contributions may appear anonymously. However as they are signed
in to the account, their teacher will be able to view their work and keep track
on their progress. It is essential that teachers can continually assess their
learners’ work. The author of a blog or Weebly must have signed into their
account before commencing editing.
The online spaces can be customised to suit the needs and wants of
authors and participants. Backgrounds, layouts, images, titles, text, font,
videos and many other technical aspects can be altered or deleted.
Participants may provide feedback on their peer’s blogs, however
websites do not allow this function as they are static and only allow
communication in the form of a one-way conversation. Participants and the
author of a Wiki may communicate due to the fact that the online space is a
collaborative tool.
The
online spaces may be independent or may link to each other. For instance the
Weebly website allows users to link a blog. Websites can be linked to Wikis and
Blogs. This is a great resource in the classroom as teachers can select
specific learning webpage links that they want their students to view and then
can further discuss their findings on the Wikispace or blog.
As
technology develops in the world, the opportunities in classrooms grow.
Students can embed videos, websites, images and many other functions in blogs,
websites and Wikis. These three online spaces have been constructed for a range
of different purposes, however they all aim for ideas and thoughts to be shared
through technology.
Teaching Context- SWOT
Blogs
|
Strengths
|
Weaknesses
|
Opportunities
|
Threats
|
|
· Can enhance the ability of students to self
reflect and process concepts
· An individualised tool for one learner
· Can be used for implementing various levels
of Bloom’s taxonomy
· Enables students to analyse and synthesis
· Formative assessment
· Teachers can evaluate the blog throughout
the entire learning process
· Enables students to compare and contrast
various aspects of what they have internalised.
· A sense of empowerment is achieved
· ‘Own voice’ developed
|
· An individualised tool for one learner
· Adequate amount of time is necessary to
allow learners the time to complete tasks at a satisfactory level
· Learners work at different speeds
|
· If teachers do not effectively
contextualize the use of any Web 2.0 tool, then the students are unlikely to regard
the tool as beneficial
· The blog being used must be necessary to
the learning process
· Can only be implemented when there are
concepts for students to reflect on
· Teachers must carefully assess the specific
learning outcomes they seek, and then they determine which tool- NOT vice
versa
|
· There must be a certain amount of content
preparation prior to students implementing the blogging as students could
blog about useful topics
· Inappropriate or unkind feedback may be
provided to students by their peers
|
Wikispace
|
Strengths
|
Weaknesses
|
Opportunities
|
Threats
|
|
· Ideal when a teacher is seeking reactions
from a collective group
· A never ending, paginated sheet of online
butchers paper
· Children’s ideas can run wild
· A living, ecological entity
· Supports intellectual trust (people, the
process, and content)
· Equitable tool as it is anonymous (to
peers)
· An inviting and open learning
space/platform
· Allows all learners to have a voice
· Technology skills are developed
· Students can work to together to create
class notes; each contributing to what each can remember or knows to create
complete and comprehensive notes
|
·
Can not be
more than one editor at a time
·
Only one
participant’s work will be saved if two are working at the same time
·
|
|
|
Static Website- Weebly
|
Strengths
|
Weaknesses
|
Opportunities
|
Threats
|
|
|
|
|
SAMR Model
Blogging
|
Substitution- The task is the
same but the tools are different.
|
Personal thoughts and ideas are traditionally hand written with
a pen on paper, are now scribed on a blog entry.
|
|
Augmentation- The task is the
same but tools are different and there are added functionalities.
|
Students compose their blog entry and are also able to upload an
image or link a webpage.
|
|
Modification- Redesign new parts of the task
|
Student may record their blog post using an audio component and
upload this.
|
|
Redefinition- Use technology to create imperceptibly new
tasks.
|
Students may be required to explain the challenges they had
whilst setting up their blog by using a variety of tools such as linking a
Voki, wiki, creating a mind map and posting a YouTube clip.
|
Wikispace
|
Substitution- The task
is the same but the tools are different.
|
Instead of group using butchers map to list their
ideas, students create a Wiki account and type their ideas on a page.
|
|
Augmentation- The task
is the same but tools are different and there are added functionalities.
|
Students copy and paste images to their list to
show examples instead of typing words.
|
|
Modification- Redesign new
parts of the task
|
Students add feedback to their peers’ comments on
the Wiki.
|
|
Redefinition- Use technology to
create imperceptibly new tasks.
|
Utilising scaffolding, students complete tasks as
a collaborative group such as filling out graphic organisers. Teachers should
aim for their students to be practicing higher order thinking skills in this
phase.
|
Static Website- Weebly
|
Substitution- The task
is the same but the tools are different.
|
A website is a great digital space. Images and
text can be presented on a Weebly when students are presenting to their
peers.
|
|
Augmentation- The task
is the same but tools are different and there are added functionalities.
|
Students utilise the image and auditory functions
on the website.
|
|
Modification- Redesign new
parts of the task
|
Students can link websites to specific pages on
their Weebly.
|
|
Redefinition- Use technology to
create imperceptibly new tasks.
|
A website is created by the classroom teacher. Tasks
are scaffolded for the learners. Students must complete these tasks and
navigate through the site. Word documents will be uploaded on the site for
students to download and complete digitally and then to be uploaded to the
site for teacher feedback.
|
Exploration of functions of technology
demonstrated in practice
Below
is links to several Weeblys that I
have created. I thoroughly enjoy using blogs and I can see the benefits of
using them in the classroom.
ALSO! Here is a
Weebly that I created today just to test out my skills. I still have them! I
created this Weebly based on the topic of Europe trip as this is important to
me currently as I am planning a trip next year.
Below is the link to my Blog that is constantly being updated. Please note that I have been
made aware that there is a bug on my blog. When visitors click on my link it
takes them to my page and then an advertisement appears and my blog site
disappears.
Below
is the link to my Wikispace that I
created this week. It is very basic, but I created an account and spent a
satisfactory amount of time examining how to use the online space. I was even
able to link a website. Yay! I understand I will be using this tool in
assessment task two. I look forward to using this online space with ease.
I
found this fantastic image developed by Kathy Schrock (2013) that demonstrates
the relationship between Bloom’s Revised Taxonomy and the SAMR Model. Please
see below.
References
Educational Technology and Mobile Learning. (2015). SAMR Model
Explained for Teachers. Retrieved July 29, 2015, from Educator's
Technology: http://www.educatorstechnology.com/2013/06/samr-model-explained-for-teachers.html
Klingensmith, K. (2010, January 10). Ten Free Web 2.0 Tools for the
Classroom. Retrieved July 28, 2015, from Once a teacher: https://onceateacher.wordpress.com/about/
Moodle. (2015). Web 2.0. Retrieved July 28, 2015, from Moodle: https://moodle.cqu.edu.au/mod/page/view.php?id=101679
Schrock, K. (2013). SAMR Model Musings. Retrieved July 31, 2015,
from Kathy Schrock's Kaffeeklatsh: http://blog.kathyschrock.net/2013/11/sarm-model-musings.html
Weebly Inc. (2015). About Us. Retrieved July 30, 2015, from Weebly:
http://www.weebly.com/about/
WittyCookie. (2012, June 4). What are the major differences among Web
1.0, 2.0 and 3.0? Retrieved July 28, 2015, from WittyCookie:
https://wittycookie.wordpress.com/2012/06/04/what-are-the-major-differences-among-web-1-0-2-0-and-3-0/
As you can all see my tables did not turn out quite right and my image has not appeared (yet!). All a learning curve I say!
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