Week 4 Reflection-

Technical Aspects

Welcome to Week Four’s blog, which focuses on the integration of images, podcasting and digital videos in the classroom. These tools are primary sources of information in the digital age. Students and teaching managers must become media literate, as technology is such a large component of the twenty-first century society.

I am personally a big believer on utilising imagery in a learning context. The well known saying a picture tells a thousand words is correct and this must not be forgotten. In today’s day in age, technology is a huge component of children, adolescents and adults’ lives. It is important that imagery is being presented not just in print based texts but digital texts. To become a modern learning manager and maintain this persona, it is essential that teachers are planning and creating daily lessons that utilise digital texts and imagery. There is an unlimited amount of opportunities using digital imagery in the classroom. Students can take photos using iPads, cameras and other tools and can then upload their images onto a laptop or computer and then the fun starts! Photos can be edited, colour changed, backgrounds altered, stretched, cropped, students can even insert themselves beside their favourite movie star. On most mobile phones and digital devices, users can edit their images and even add text and emoticons. Panoramic photography is another aspect that is available when utilising images. This can be highly effective in creating the illusion of elongated view, which occurs by taking numerous photographs and ‘stitching’ the photographs together. Students can learn many imagery techniques, which will benefit them later in life.

This week I was welcomed to the world of podcasting. I cannot believe how easy it is to access podcasts, then to download and save to a USB stick or computer drive. I invested a significant amount of time researching podcasts and had a thorough look at the iTunes store and there are numerous podcasts available about many different topics. It would be so simple to incorporate podcasts into the classroom. Students can use podcasts to interview each other, tell stories, create newscasts, hold debates, or run radio shows. Schools can use podcasts to make announcements via their Web site or to record guest speakers and publish their presentations available online (EdTechTeacher, 2014).

It is well known, that the 21st century student is constantly bombarded with digital imagery. Whether it is from television, social media, advertisers, or smart phones, the relentless visual stimulation that students face has some declaring it as detrimental to student development (Acedo, 2014). It is important for students to be able to use images as a tool to advance their own knowledge and achievement. In this capacity, students are able to think abstractly about complex ideas and information, transforming the curriculum into more of a narrative they can absorb through creative imagery. Digital videos can be implemented into lessons with ease, students can present their knowledge and understanding through videos, which is an inventive and creative method. I honestly have always been a bit apprehensive about using digital videos but after engaging in this weeks activities and understanding how to edit and create movies and slides I am eager to use this digital tool in my classroom in the future.

Teaching Context

Digital Images

Digital images can be used in two ways; in the classroom and online. It is essential that digital imagery is being utilised in both forms. The main purposes include engaging learners, influencing feelings and emotions, which coincides with supporting skills development. An activity that would be beneficial for learners when focusing on digital imagery is a ‘See, Think, Wonder’ brainstorm. Students are expected to explain what they have observed (in an image), discuss what they believe is happening in the image and finally state what they are now left wondering.

PMI

Positive

• Critical thinking is applied (present students with images and encourage class discussions)
• Creativity is enhanced- students can create their own book cover for a novel they have read
• Use digital devices to film excursions instead of note taking- a picture does tell a thousand words! Therefore more information can be gathered, further class discussions
• Fine motor skills are utilised
• Digital skills can be practiced on many devices
• Images are more evocative than words
• Activating and building on students’ background knowledge
• Integrates other skills- listening and speaking

Minus

• Students may breach copyright laws- therefore this must be explicitly taught and explained to students by the teacher
• Learners who have an auditory learning style may loose interest in this digital tool
• Students who do no have computer or other digital devices at home will not have a base understanding on how to function the tool

Interesting

• Enables semantic encoding
• Valuable learning for visual learners
• Can provide stimulus for discussions or writing tasks
• Provides motivation for learning
• Research shows it is important to get students to reflect on pictures, not only text
• Images allow creativity and objectivity

SAMR Model

Substitution- The task is the same but the tools are different.	Students use an image as stimulus for a speech rather than a piece of literature.
Augmentation- The task is the same but tools are different and there are added functionalities.	Students present their speech/presentation with supporting materials such as photography and films.
Modification- Redesign new parts of the task	Instead of presenting individual images, a collage is created and students discuss the relationship between images and ideas.
Redefinition- Use technology to create imperceptibly new tasks.	Students may be required to explain how they incorporated different tools such as Photo Booth (Apple), Toondoo, Jelly Cam, Clay Myself and many other alternative digital resources.

Podcasting

Today’s students are immersed with information that is presented in many forms. Studies have shown a positive impact on learning when students are required to engage in inquiry, analyse content, construct knowledge, and effectively communicate their learning (Tech4Learning, 2015). Students build on information, media, and technology skills in context when creating and engaging with digital tools such as podcasts.

PMI

Positive

·      A sound file that is shared by others (usually by subscription)

·      A tool that can be used for many activities in many situations

·      Can be uploaded to Wikispace

·      Can be used many ways- publish student work, peer teaching, language classes, create oral histories, interview guest experts

·      Enhances literacy and ways of communicating in a contemporary world

·      As most students today are digital savvy, they can be left to their own devices and succeed

·      Very convenient- can be accessed at any time and any place that has access to the Internet

·      Fantastic tool for auditory learners

·      For students who struggle with writing, this is a great device for them to use to present their knowledge and understanding

Minus

·      Can only be accessed online

·      Cannot be uploaded to a blog. Must be uploaded to Wiki, then link Wiki to the blog

·      Kinaesthetic and visual learners will struggle with this

·      Some learners may not enjoy listening to their own voice

Interesting

• iTunes have podcasts that are ready to be listened to
• Allows students to be creating themselves- NOT just about teachers delivering information to their students
• Easy access at home

SAMR Model

Substitution- The task is the same but the tools are different.	Instead of presenting a speech orally in front of peers students record their speech and play in front of their class. This is a great idea as students’ work (knowledge and understanding of topic) is being assessed not presentation skills (which sometimes negatively affects grades).
Augmentation- The task is the same but tools are different and there are added functionalities.	Students may be required to add jingles or sound effects to their podcast.
Modification- Redesign new parts of the task	Students are asked to write an essay around a specific theme. An audio recording of the essay is made along with an original musical soundtrack.  The recording will be played in front of an authentic audience such as parents, and peers.
Redefinition- Use technology to create imperceptibly new tasks.	A classroom is asked to create a documentary podcast answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product.  Teams are expected to contact outside sources for information.

Digital Video

PMI

Positive

• A range of common usages in schools such as: communication, observation, analysis, reflection
• Facilitates students’ communication of messages, ideas or information
• Enhances students’ observations of phenomena
• Enables higher order thinking and metacognitive skills
• Benefits kinaesthetic, visual and auditory learners
• Provides learning motivation
• Is appealing to most students as it is exciting and mostly interactive

Minus

• Time consuming
• Copyright laws must be explicitly taught prior to commencement of recording or viewing of videos.
• Teacher must have a Plan B- technology may fail, so they MUST know what to do next

Interesting

• Curriculum outcomes must be maintained as a core focus
• Many jobs in the twenty first century use move makers, digital video programs etc. therefore it is vital that all students have a basic understanding of the digital tool

SAMR Model

Substitution- The task is the same but the tools are different.	Students capture short recordings of their learning journey instead of handwriting on paper.
Augmentation- The task is the same but tools are different and there are added functionalities.	Students create a short film that includes voiceovers, cartoons, text and jingles.
Modification- Redesign new parts of the task	Students create movies through Movie Maker or iMovie and upload to a Wikispace. They view their peers work and provide online feedback.
Redefinition- Use technology to create imperceptibly new tasks.	Learners are asked to create a video related to specific concept. Groups of students take on different subtopics and collaborate to create one final product.

Exploration of functions of technology demonstrated in practice

This week I explored images such as editing, adding text, resizing and much more. I also attempted my own podcast and located podcasts on iTunes and other online sites. Finally, I created by own short digital video on iMovieMaker. Please see below for evidence.

The images I have resized are available for viewing on my Blog (posted Thursday 6^th Aug and 7^th August 2015).

This is a link to a podcast that I located on iTunes (so many to choose from- this clip would be great to show in class)

https://itunes.apple.com/au/podcast/joey-alexander-11-year-old/id160892972?i=345162482&mt=2

I will attempt to embed this link into my Blog..fingers crossed. If not I will embed it into my Wiki and then link the two sites.

I have created a movie on iMovie, which is currently downloading onto my YouTube account. Please note it is very easy to upload a movie onto YouTube as it was linked to my Gmail account. Thumbs up!! I had so much fun creating this movie. I selected photos, a song and added text. Awesome! This would be useful for students to use in and outside the classroom. I will definitely use this at home and at school. Great!

References

Acedo, M. (2014). 5 Smart Ways To Use Digital Images In The Classroom. Retrieved August 7, 2015, from TeachThought: http://www.teachthought.com/technology/5-smart-ways-use-digital-images-classroom/

Bee, S. (2009). Warming up with pictures. Retrieved August 7, 2015, from Using Pictures in Classroom: http://usingpictures.blogspot.com.au/

EdTechTeacher. (2014). Podcasting In and Out of the Classroom. Retrieved August 7, 2015, from EdTechTeacher: http://edtechteacher.org/tools/multimedia/podcasting/

Moodle. (2015). FAHE11001: Managing E-Learning. Retrieved August 7, 2015, from Moodle: https://moodle.cqu.edu.au/mod/page/view.php?id=101681

Tech4Learning. (2015). Build a 21st century classroom! . Retrieved August 7, 2015, from Tech4Learning: http://www.tech4learning.com/21st_century_classroom_elementary