Week 6- Reflection 5

Week 6- Reflection 5

The link to Grace Miller’s Blog is: http://gracemiller95.blogspot.com.au/  

 The presence of computers in home and educational settings has increased exponentially over the past 20 years (Geraldine, 2011). This has impacted the means and way of education in today’s classrooms. The use of technology in schools is strongly encouraged. For this to occur, it is imperative that teachers have a wide range of digital tools that they can utilise in their lessons. This week the digital tools, Google Earth, Google Docs and concept-mapping tool, Bubbl.us will be examined.

 Google Earth 

For classrooms of the 21st century, Google Earth presents great opportunity to adapt traditionally abstract lessons, make subjects come alive, and also encourages students to think critically and problem solve. Google Earth combines the power of a Google Search with rich multimedia content that uses satellite imagery, maps, terrain and 3D buildings to put the world’s geographic information at student fingertips and is a technological tool that can also help strengthen curriculum deficits (Geraldine, 2011). As an online tool, it allows students to take virtual adventures to far-flung locations around the globe, under the sea and into outer space (Lamb & Johnson, 2010).

Technical Aspects

Free downloadable application	Displays satellite and aerial imagery
Growing set of layers of mappable data	Keyhole Markup Language (KML) format that enables sharing of data
Search capabilities	Option to: grab, spin, pan, tilt and zoom down to any place on Earth
Three dimensional example of Earth	Ability to zoom in on any location
Hover mouse over specific areas to identify information on location Compass is utilised to demonstrate direction	Weather and temperature (C/F) from specific locations can be identified Street view is available

Teaching Context

PMI Chart

Positive	Minus	Interesting
· Enables students to see images from different parts of the earth with the ability to overlay streets/roads with latitude and longitude · Free downloadable application · Students can gather a greater global awareness and appreciation · Learners can create their own virtual tours and share these with their peers · Opportunity to study natural and political maps · Google Earth allows students to learn about map reading and navigation. It also allows them to practice this skill · Can be used to read and create data in KML format which enables sharing of data- KML files directly link to specific spots around the globe, similar to book marking a site and it allows teachers to produce links for points of interest · Search capabilities · Provides an immersive, interactive experience for students · Enables a richer hands-on experience and a better point of reference · Real life learning is utilised · Provides a much greater level of engagement, as well as activates a host of different learning styles and thinking skills · A great way to encourage learners to move from being passive consumers of information of just looking at maps in textbooks, to being active creators of content · Is an exciting and powerful tool that reinforces the connection students have with space and place Learning cycle model- The Four E’s is supported; Students engage in a lesson, explore the earth, explain what they identify and evaluate learning implications	· Many technical aspects involved in the tool, furthermore students may struggle if they have had no prior experience ·      Easy for students to get distracted- irrelevant locations may be searched for ·      Clear, concise expectations must be stated to students by the teacher ·      Students may not appreciate the scale of the digital tool	Uses satellite imagery to grab, spin, pan, and zoom to any location on Earth Represents the Earth as a three dimensional globe Exploration of historical, news, and census data Can create own 3D models to overlay on maps Intended for home and personal use App available in iPhone Can provide weather and temperature facts and figures A digital tool that is adaptable for all year levels Can be used in multiple subjects Encourages creativity from teacher and student

SAMR Model

Substitution- The task is the same but the tools are different.	Instead of using an atlas to locate the Sunshine Coast, students search on Google Earth.
Augmentation- The task is the same but tools are different and there are added functionalities.	Students pinpoint place marks on Google Earth to demonstrate their understanding of the capital cities in Australia.
Modification- Redesign new parts of the task	Learners design their ideal town/city using images and weather/temperature facts identified and located on Google Maps.
Redefinition- Use technology to create imperceptibly new tasks.	Students pinpoint important place marks on their town. These may include their school, soccer club, dance school, swimming club, local pool etc. and send this data online to a friend in the class. Please note confidentiality would need to be discussed. It is believed this is a suitable task for children in the higher years.

Exploration of functions of technology demonstrated in practice

Please see my Blog for a screen shot of my investigation with Google Earth. It is difficult to demonstrate my understanding of this tool. Please note, I have used the place marks tool and identified the weather conditions and expected temperatures in a chosen location.

Google Docs

Google Docs is an appropriate, useful tool when peers are working collaboratively on one document in ‘real time’. Google Docs allows users to create, share, and manage documents with its own productivity apps.

Technical Aspects

Participants have an individual flagged cursor	Typing tools available
Work is saved automatically	Images can be inserted
Files are saved online- USB or hard drive are not needed	Multiple fonts available that can be bolded or underlined
Is accessible anywhere at anytime	Documents can be printed
Similar layout to Microsoft Word Tables can be inserted Undo/redo options	Links can be inserted to working documents Zoom in/ zoom out option It is noted who was the last user and the date of last edit

Teaching Context

PMI Chart

Positive	Minus	Interesting
·      Each author in the document has a flagged cursor so that it is visible who is doing what and where on the document ·      Work is automatically saved after editing occurs ·      Documents can be accessed on any device- students need to log in to access ·      Google Docs eliminates the need to email or save work on a file ·      Work cannot be lost- BIG positive! ·      Students are able to create, share and manage documents collaboratively	·      Very similar to Microsoft Word, so children may not find the digital tool enhancing or useful ·      Students can delete their peers’ work and after a specific time frame it will not be able to be traced ·      Students may copy their peers’ responses	Students can store files online. These means that hard drives are not required but consequently erases the issue of loss work Documents can be created for the use of: letters, essays, speeches, flyers, and other text based files (similar to Microsoft Word)

SAMR Model

Substitution- The task is the same but the tools are different.	Students compose their English task on the collaborative workstation, Google Docs document instead of on a Microsoft Word document where they would have emailed their documents to one another.
Augmentation- The task is the same but tools are different and there are added functionalities.	Students link essential webpages to their document to provide evidence and references.
Modification- Redesign new parts of the task	Groups share their work with their class, which is composed on a Google Docs document. The work is available to the whole cohort and teaching staff.
Redefinition- Use technology to create imperceptibly new tasks.	Students construct a survey. The year level is invited to complete the questions on the Google Docs. Work is automatically saved so students do not need to worry about reminding their peers to click save.

Exploration of functions of technology demonstrated in practice

Please see the link below to a Google Docs document that was crafted for a university task by two peers and myself. It states who was the last author to edit and when this date was.

https://docs.google.com/document/d/1V2mF6npuba5vOw8dMAhy2czgGciCa0C5p8Rkyxj15m0/edit

Online Concept Mapping- Bubbl.us

Bubbl.us is an online mapping tool that allows users to create a mind map utilising technology.

Technical Aspects

‘Shoots/branches’ link ideas	Students can save their mind map
Clicking and dragging is utilised	Free online tool
Delete options	Simple, friendly user application
Opportunity to change colour, text and layout	Portrait layout Option to print brainstorm
A Web 2.0 tool Option to delete	Students can enlarge their mind map by zooming in Opportunity to export the map

Teaching Context

Positive	Minus	Interesting
Clear instructions available to watch or read before commencing Layout is concise Multiple options Personal preference of colour and font is addressed Delete options Students are provided with a free account that entitles them to 3 mind maps Learners practice their divergent thinking Critical thinking skills are cultivated as students are encouraged to analyse the different events of a new subject- such as global warming Enhances creativity Incorporates multiple intelligences	Students must create an account before commencing. Therefore, the students’ names must be provided. It is strongly suggested that students provide their first name and last name initial to avoid any cyber safety issues.	Students utilise their fine motor skills by clicking and dragging text boxes and images Bubbl.us enables users to create mind maps or brainstorm diagrams online The website provides examples of mind maps Students can share their work online Important terms: Parent bubble and Child bubble Can be used as a pre and pose topic assessment tool

SAMR Model

Substitution- The task is the same but the tools are different.	Students brainstorm their initial thoughts and understanding of global warming on a bubbl.us concept map instead of constructing one by hand using paper and pencil.
Augmentation- The task is the same but tools are different and there are added functionalities.	Students present their concept map to their peers by sharing it online. This task can occur at an ICT lesson when all students are accessing laptops or PCs.
Modification- Redesign new parts of the task	Learners are set the task to demonstrate their understanding of food webs to their teacher (pre test). They present their response on a concept map on Bubbl.us.
Redefinition- Use technology to create imperceptibly new tasks.	Students construct a concept map portraying their understanding of the elements of living in the northern hemisphere. Headings are weather, food, school, work, and hobbies. A school from the United Kingdom take part in the activity and swap their understanding of living in the southern hemisphere. Students communicate via email to discuss the differences.

Exploration of functions of technology demonstrated in practice

Below is a link to a concept map that was created for the needs of first time travellers. I have embedded this concept map to my Blog.

https://bubbl.us/mindmap

 References

Bubbl.us. (n.d). BUBBL.US Brainstorming, Critical Thinking, Creativity. Retrieved August 21, 2015, from Web 2.0 Teaching Tools: http://www.web2teachingtools.com/bubbl_us.html

GCF Global. (2015). What is Google Drive? Retrieved August 21, 2015, from GCFLearnFree.org: http://www.gcflearnfree.org/googledocuments/1

Geraldine, J. (2011). Taking Student Learning Out of This World: Integrating Google Earth in the Elementary Classroom . Retrieved August 21, 2015, from National Social Science Association: http://www.nssa.us/tech_journal/volume_1-2/vol1-2_article5.htm

Lamb, A. & Johnson L. (2010). Visual expeditions: Google Earth, GIS, and geovisualization Technologies in teaching and learning. Teacher Librarian, 37 (3): 81-85.

Professional Learning Board. (2015). Google Earth in the Classroom. Retrieved

August 21, 2015, from Professional Learning Board: https://k12teacherstaffdevelopment.com/tlb/google-earth-in-the-classroom/

Science Education Resource Centre. (2013, August 15). What is Google Earth? Retrieved August 21, 2015, from Pedagogy in Action: http://serc.carleton.edu/sp/library/google_earth/what.html

TNW News. (2011, January 20). How Teachers are using Google Earth in the classroom. Retrieved August 21, 2015, from TNW News: http://thenextweb.com/google/2011/01/20/how-teachers-are-using-google-earth-in-the-classroom/

West Education. (n.d). Google Earth in the Classroom. Retrieved August 21, 2015, from West Education: http://www.ig.utexas.edu/outreach/googleearth/pdf/CribSheet.Earth5.pdf