Encountering E-Learning Education

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Throughout my readings, viewings and mult-media discoveries I have been exposed to numerous blogging websites. I thought it would worthwhile looking at how some of these websites perceive and define blogging. Consequently I have listed below a couple of extracts from online blogging websites: Salon Blogs

Salon Blogs:

What’s a blog?”A blog, or weblog, is a personal Web site updated frequently with links, commentary and anything else you like. New items go on top and older items flow down the page. Blogs can be political journals and/or personal diaries; they can focus on one narrow subject or range across a universe of topics. The blog form is unique to the Web — and highly addictive.”

http://www.salon.com/blogs/index.html

Blogmeister:

About Blogmeister

Perhaps one of the most fascinating tools that has emerged from the Internet cloud in recent years is the Blog. A shortening of the term Web log, the Blog is an online publishing tool that enables people to easily publish their loves, passions, dislikes, peeves, discoveries, and insights.

Thousands of teachers have discovered the value of classroom blogging, both as an avenue for their communications, but also as a tool for giving voice to what their students are learning and how they are learning.

Class Blogmeister is one of several blogging engines that have been developed specifically for classroom use. You are welcome to explore the writings of teachers and students alike.

http://classblogmeister.com/

Blogbeat:

About The Blog Beat
The Blog Beat is a site dedicated to the art of blogging. While we’ll focus on all parts of blogging such as writing and monetizing, there will be an emphasis on marketing and promotion. Many sites breach the subject of marketing & promotion, but few really delve deeply into the subject and I think we can provide killer detail and information in that area. We love comments, questions and input from our readers so please let your voice be heard!

http://theblogbeat.com/

Blogniscient:

Everyone has heard the buzz about blogs, but finding the best information is a real challenge without the right tools.

That’s where Blogniscient comes in. We categorize and rank blog articles and blogs in real time, providing up-to-date information on the hottest blog entries.

Blogniscient…
your portal to the Blogosphere

http://www.blogniscient.com/

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dynamic-technology.mp3

This is another podcast I created using GarageBand. It involves my reflections on teaching using technology in a dynamic way.

I hope this challenges you to really consider how you teach students using technology.

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blogging-a-bigger-picture.mp3

This is a podcast I created as a summary of my thoughts on blogging. Enjoy!

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This posting is another description of a useful online teaching tool. Del.icio.us is a website of social bookmarking where people use tags or bookmarks to organise and categories Internet sites. In this way Internet sites are collated in folders and sites can be tagged as frequently as desired.

The home page for the website states that as del.icio.us “all your bookmarks are in one place” you can “bookmark things for yourself and friends” and “check out what other people are bookmarking”. Users can be used to tag sites including articles, blogs, music, reviews, recipes and podcasts. It can be used for online collaboration with friends, family, co-workers and other networks.Social booking marking using del.icio.us has the following advantages:

• Bookmarks can be found from any location such as home, university, work, library or holidaying overseas.
• Bookmarks can be shared publicly so people you know or the wider Internet community can view them.
• You can use del.icio.us to search and browse internet sites other people have bookmarked.

This valuable resource has immense power in pooling resources and sharing ideas. Throughout my readings and viewing of podcasts and vodcassts I have observed del.icio.us being used within primary education. Allanah King and Kathy Cassidy both use del.icio.us as part of their class Weblog to direct students to educational websites linking to their classroom work. I perceive del.icio.us as an invaluable teaching resource which can be used seamlessly and effectively alongside class blogging.

It was interesting to read Amy Jobson’s blog comment about Allanah King’s video on teaching using technology. I recently viewed this video as well as wrote an extended reflection on Allanah’s teaching strategies and approaches as a static blog page entitled Social Software.

Like Amy I was inspired by Allanah’s use of technology in the classroom. Amy reflects on how Allanah uses a class blog as a tool to assist other curriculum work. Amy also picked up on how Allanah spent time at home understanding Weblogs before integrating them into the classroom. Amy also commented on how children at Appleby School have contact with schools globally through blogging. She stated:

“The children at Appleby have contact with other schools around the world. One being in Wales and the other in New Yorkwhich is an incredible learning experience for all the children involved. The children according to Allanah King get excited when they see how many people are watching their blogs globally.”

Amy’s concluding remarks were:

“The important thing is that everyone has a go. There are challenges along the way, however the rewards are GREAT!!!”  

I was similarly inspired by Allanah’s work with her year 4/5 class. It was encouraging to see how online tools such as Weblogs can be used in such innovative, creative and effective ways. For me Amy really highlighted the importance of risk taking in teaching technology by having a go and being excited by the challenges this presents.

Download Video: Posted by AllanahK at TeacherTube.com.

Allanah King’s Yr 4 / 5 NZ class. Use of social software. http://www.teachertube.com/view_video.php?viewkey=93fe8abcfe3ce2003e5c

This YouTube video produced by Transforming Teaching Trough Technology challenges teacher to consider how much attention they devote to understanding the way their students learn. The video profoundly states that a large majority of students are digital learners. This statement is supported by a number of statistics:

Today’s average college student graduates have spent…        

Over 10 000 hours playing video games       

Over 10 000 hours talking on cell phones        

Roughly 20 000 hours watching TV.

Today’s children and teens spend 2.75 hours a week using home computers (Institute for Social Research, 2004).

70% of our nation’s 4-6 year olds have used a computer.In any given day, 68% of children under two will use a screen media for an average of just over two hours (Kaiser Family Foundation, 2003).

Our digital learners have sent and received over 200 000 emails or instant messages by the time they graduate from college (Presnky, 2001).

The video challenges the viewer about whether they consider the digital disposition of our future generations. Is our curriculum designed in a manner to enhance students’ understanding, application, analysis and creativity in technology education? Do students actively create? Are we reaching students? Are we engaging students? Or alternatively do students simply “play school” and not truly experience genuine and authentic educational experiences? The researcher of the video clip claims that “on average students in a class only get to ask a question once every ten hours” (Graesser & Person, 1994).  This seems such a limited and restrictive environment for students to be engaged in genuine and whole hearted learning.

I was challenged to ponder the question “why not use the technology that our students love to create, reach and engage and teach more effectively?” (Graesser & Person, 1994). It is imperative as future primary teachers to “pay attention to our children’s intensely rich informational experiences” though using technology effectively to engage students (Warlick, 2006). 

Graesser, A.C., Person, N.K. (1994). American Educational Research Journal.

Prensky, M. (2004). What Can You Learn From A Cell Phone?

Warlick, D. (2006). Teaching and Learning on the Edge of Change.

This blog posting is a reflection on Michelle’s discussion entitled “Podcasting, Languages & ESL Students”.  Michelle highlighted the immense advantages of podcasting in assisting learning for ESL students. She illustrated how podcasting can be used for students as designers in creating their own original work, but additionally can be used as a medium for ESL learning. This is notion of teaching English as a second language through podcasting is already being utilised within the educational sphere. Marc Prensky states that “new technologies have strong potential uses in education” particularly for “language teachers who make podcasts for their students”. Prensky describes podcasting as “the technology of creating audio or video files” which are then distributed across the internet.

I found this article recommended by Michelle particularly insightful and helpful in re-evaluating the role of technology in primary education. Prensky powerfully detailed how “students are learning, adopting and using technology” at a rapid pace which requires teachers to embrace the technological world. The key to adapting to this ever-evolving teaching medium is to carefully consider “strategies for teaching with technology that can make both students and teachers comfortable while allowing students to go as far as they can with these technologies.” He states that for students these technologies “characterise their age and that they love to use, and that prepare them for the twenty-first century future as well”.  

I found it particularly helpful the way Prensky perceives new technologies for education as arriving and changing too fast for teachers to expect to master. Therefore, rather than seeking to master new technologies educators should become learners alongside their students. I found it quite liberating to realise that instead of wasting limited teaching time to become technologically proficient, teachers should let students do this. This frees teachers to help students apply technologies wisely to real problems and to reflect and search for the deeper issues that the technologies raise. Prensky also evaluates Wikipedia, podcasting, instant messaging and mobile phone cameras with this educational perspective. He concludes the article by saying:

“To use the twenty-first century’s rapidly emerging technology effectively for education, we must invent best practices together. In an era whose often unbelievable technological changes we are struggling with, the mantra – for both educators and students must be this: We are all learners. We are all teachers.

Prensky, M. (2007). Emerging Technolgies for Learning. Coventry: British Educational Communcations and Technology Agency. Available from: http://eit159.googlepages.com/emerging_technologies_prensky.pdf 

It is predicted that use of computer technology for education within schools will continue to increase dramatically exponentially (U.S. Department of Education, 1994 in Bransford et al., 1999).  A “romanticized” perception on technology education is that the presence of ICTs in the classroom will automatically and undeniably enhance students’ learning (Bransford et al., 1999). However, there is increasing evidence that much money and time is wasted on computer technologies implemented to  enhance education (Education Policy Network, 1997 in Bransford et al., 1994). It is undeniable that new technologies provide opportunities for wonderful educational opportunities of older technologies such as books, blackboards and linear communication media. However, it is important to constantly assess whether in fact new technologies to enhance or guarantee effective learning. Conversely ineffective uses of technology can hinder learning and can be a very poor use of time. Students can waste time sifting through extensive internet sites in an attempt to “research” about a particular topic. In reality the vast majority of their time is not used efficiently and is wasted on mindless reading and unproductive learning.

However, many aspects of technology certainly do create enviornments where students can learn by “doing, receiving feedback and continually refine their understanding and build knowledge” (Barron et al., 1998 in Bransford et al., 1994). Interactivity and student-centered learning are two fundamental teaching and learning concepts which ensure teaching using technology is useful and worthwhile. New technologies have a plethera of benefits for primary education including:

1. Assisting students with visualising concepts (Linn et al., 1996)

2. Modelling activities and experiences which lie beyond school boundaries

3. Providing a vast array of information

4. Increasing connections between schools and communities including homese

5. Creating real-world learning contexts within the classroom

6. Providing new and innovative scaffolding tools for learning

7. Providing students and teachers with different and creative forms of feedback and reflection (such as weblogs)

(Bransford et al., 1994).

It is certainly imperative that teachers are constantly assessing the use of technology for learning in the classroom environment. Technology has become such an important instrument within primary teaching and holds great promise for new and creative approaches towards education in the future. Computer technologies are powerful pedagogical tools in expanding the dimensions and contexts for students’ learning. However, it is always essential for educational professionals to assess whether computer technologies are being used to create genuine and authentic learning environments for students. This requires constant reflection and critical evaluation of teaching and learning tools and strategies. This is the key to ensure proficient and effective teaching approaches in all educational disciplines, not just those involving technology. Consequently genuine and critical assessment of one’s teaching practice is paramount in constantly motivating, challenging, engaging and teaching students.

Bransford et al., (1999). How people learn. Ch. 9 Technology to Support Learning.

Download Video: Posted by rachelboyd at TeacherTube.com.

This vodcast is a beautiful short clip which gives us an insight into what some six and seven year old students at Nelson Central School in New Zealand think about weblogs. A number of students answer two questions firstly “what is a blog” and “why do you enjoy having a blog”. I found this blogspot particularly insightful and useful in hearing the voice of young students and their attitudes towards blogs. Their responses can be viewed below.

What is a blog?

“A blog is an internet site which tells something about people.”

“A blog is something that we do writing on for people to look at, it is on the internet.”

“It’s something you can write on and take pictures.”

“It’s a type of internet where you can write stuff and look at classrooms or you could make one at your house with your computer.”

“I think it’s a website you can go and have a look at stuff on like what we’re doing in our classroom.”

“It’s a type of internet site and you can use it at home and at school.” “It’s in the internet where people can do pictures, writing and photos and other people can leave comments so that people can look at it.”

“It’s on the internet and you can send it to anywhere in the world.”

“It’s somewhere you can store all your pictures and photos on the internet.”

Why do you like having a blog?

“You can do lots of cool writing on it and lots of people can visit it on the computer and you can get lots and lots of comments on it.”

“Because we enjoy showing other people what we have learned and it is also cool to put stuff on the internet.” “

Because you can put pictures on it and you can write stories on there.”

“You can look at your stuff that you’re doing and it will be really fun and my parents can look at stuff we’ve been doing in the classroom and we can look at it.”

“Because people can look at us and we might be famous.”

I also visited the students’ class blogspot. This was a wonderful experience as it provided me with a real and tangible learning context of students using weblogs as part of their primary education. This class weblog included class exercises such as descriptive poetry, photos, class videos, camp reflections, class podcasts on global issues and much more.

When I was browsing the blogspot I viewed a number of students’ podcasts done in December last year. This was a class exercise where students recorded a written piece of work entitled “The Lorax Speaks for…” Following this I entered the comments section which corresponded to these blog postings. I was simply amazed at the diversity of comments. This really highlighted to me the great advantage of weblogs in providing students with a global audience with whom they can share their work. Certainly I could anticipate the genuine excitement a student would have knowing that a teacher in New York, Australia or Sweden has viewed their work and left a written response! I have copied some of the comments left for the students at Central School in New Zealand below:

“The Lorax Speaks for… (7)”

3 Comments – WritePostCollapsor(); Show Original Post WriteCommentsCollapsor(); Collapse comments

Jane said…

Sam, Great video! I really enjoyed it. I am a teacher in New York City (can you find it on a map?), and I was looking to examples of student blogs to show some other teachers. They will all see you video this week. Thank you so much. I will check back to see if you and your class to more videos. Best, jane13 January, 2008

tasteach said…

G’day Sam. I am just about to start videoing and blogging with the students in my grade 6/7 class in Tasmania, Australia. How long did it take you to put together your video and what software program did you use?19 January, 2008

vi1b said…

Hello!
We are a class in Sweden. Our ages are 7 and 8. We have a blog, but we write in Swedish.07 February, 2008

References 

Boyd, R (Producer and Presenter). (2007). 6 & 7 Year Olds and BLOGS! March 3, 2008, from: http://www.teachertube.com/view_video.php?viewkey=601b9f31bf04019c8593

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I was inspired by Jen’s reflection on her edublog entitled “But Miss, I want to go to America Today”. This blog posting arose from the NSW Public Schools newspaper “Side by Side”. Jen observed a surprising trend in the newspaper articles contained within “Side by Side”. A significant amount of content was devoted to evaluation and discussion about digital media in the classroom. The overarching opinion was for “a push for better use of technology” (Jen Yagar, 2008). Jen responded to my blog posting on Kath Cassidys podcast “Webtools for learning”. She commented on how imperative risk-taking is when teaching using ICTs. Perhaps this is the key to enabling better use of technology in the classroom as described in “Side by Side”. Whilst many classrooms may be equipped with a multiplicity of innovative and engaging technologies, the underlying problem may be an ineffective implementation of these tools. As I reflected in my earlier blog posting putting aside inhibitions and fears is often fundamental to effective teaching using technology. 

One new initiative mentioned in “Side by Side” is a new program “Connect Classrooms”. The author of the article claims that this program is “the biggest education transformation in decades” (Issue 15, February 2008). The focus for this program is collaborative learning within a networked community. This allows for students to experience virtual excursions globally or even universally. Jen indicates that this virtual world enables students to interact with their peers anywhere in Australia as well as speaking to experts in real time. Jen also discusses another new resource called “Skool”. This is an Australian web-based resource where students are educated through online stimuli primarily within a mathematic or scientific learning context.  

These resources appear to be invaluable classroom learning tools. They highlight the significant advantage of teaching using technologies which is global interactivity and the endless educational opportunities in an online, virtual world. Student’s can indeed say “But Miss, I want to visit America today” or indeed “But Miss, I want to visit Saturn today” because of the limitless online learning sphere provided by the internet and other technological software.