Reflective Synopsis

The 21^st century is all about creating and inventing – tools, art, videos, writing, programs, simulations – and sharing those things with an increasingly connected world (Prensky 2007).  The role of technology in the 21^st century classroom is to support the shift in teaching paradigm from teacher centred learning to scaffolded student centred learning. We must work in partnership with the new technologies and be prepared for our students to show us the way (Tuck 2008), as they are the digital natives and we are the digital immigrants. 

As a digital immigrant this learning journey has been a roller coaster of emotions. E-Learning, I used, I explored and I have conquered. I can only hope that the passion I am feeling for E-learning will continue to grow and develop and will flow on to my colleagues and students alike.  

Kearsley & Shneiderman (1999) developed a framework for technology based learning and teaching, ‘The Engagement Theory’. This theory is based on students being meaningfully engaged in learning activities through interaction with others and worthwhile tasks. The steps to the engagement theory are;

 1. Relate- collaboration, communication, planning, management and social skills

2. Create – the application of ideas. Making a creative and productive experience which exposes students to real life situations

3. Donate – Using what has been created or produced to contribute meaningfully to a community, organisation, school etc, whilst learning

When reflecting on which four tools to discuss in this synopsis I found it difficult to look at technologies and tools individually. I realised how intrinsically they were woven together. All the tools I have chosen have excited me and inspired me to explore further and deeper into E-Learning.  They are reflective of the types of tools available for technology based learning that can be meaningfully used by students in real life situations to ‘Relate, Create & Donate’.

Images

I have chosen images as one of the tools to examine, but I found it difficult to examine this tool without thinking digital cameras, mobile phones, internet, power point, movie maker, interactive whiteboards, Flickr, Google Images, digital portfolios, Wiki’s, web pages and the list goes on.

What is an image? For the purpose of this reflection, images include photographs, clip art, tables, diagrams, graphs, symbols, drawings, paintings, mind maps, flow charts, maps, plans and charts available electronically or created digitally.  

Images can be a strong and powerful tool when utilised correctly. They can be engaging, motivating and stimulating for students across all learning styles. For a comprehensive look at images and learning styles and the strengths and weaknesses of images, please refer to the Blog entry Images and Learning styles.  

An increasing number of teachers are introducing digital photography into the classroom because it provides hands-on lessons in a subject with real-world applications (Wanke). While using a digital camera to create images a student may be using a combination of thinking skills investigating, exploring, applying, experimenting, comparing and decision making. When viewing their images they will be using these thinking skills, reflection, analysis, assessment, evaluation, comparison, classifying and the task also provides a direct link to their learning.  Images created by students can be used in a number of ways including presentations, power points, Glogs, Wikis, Blogs, digital portfolios, digital movies, excursion journals (refer to my Wiki entry Images), writing tasks, photo stories, procedures, experiments and many more tasks across the curriculum.

Unfortunately the main drawn back to the use of this relatively cheap technology in the classroom, is that it is not readily available for students to use in all schools. A number of schools keep their supply of cameras locked safely away, for the occasional use by the teachers only, in an attempt to protect this resource from being damaged. By providing students with guidelines for use, a set of safety rules for the camera and learning managers monitoring its use this will help to protect this resource and increase availability.

Glogs

A Glog is an online multimedia poster. Glogster EDU is the leading global education platform for the creative expression of knowledge and skills. In the classroom and beyond (Glogster EDU2010).  Glogster EDU is an online tool that allows the users to create Web 2.0 posters to express information in a secure virtual classroom moderated by the learning manager. The content of a Glog includes other ICT tools such as text, images, digital video (embedded and attached), graphics, sounds, Pod casts, drawings, data attachments, hyper links, uploads from Web Cams and more. The content is only limited by the imagination. Glogs can be produced by students and created at school or home, in a secure environment where student privacy is protected and work is monitored by the learning manager.  The uses of teacher created and student centred Glogs are endless (Refer to Using Glogs in a Classroom).

Glogs are visually engaging and creative tools that have a myriad of uses in a 21^st Century classroom. If purposeful and well planned the Glog can produce a meaningful and engaging learning experience with a result that can be viewed and shared publicly (with consent) on the internet, saved to a schools hard drive, printed or  be embedded in a web page, Wiki or Blog.  

Digital Video

Like most E-Learning tools digital video has two sides. The student created digital video and video-sharing.

Student Created Digital Video

Movie maker (PC) and i movie (Mac) are free software, available on most PC and Mac, providing access for the average computer user. These provide a simple and inexpensive base to start video production however software can be purchased for use to create more complex productions. I have provided a SWOT analysis of digital video.

As a learning manager I will need to be aware that it is not the end result (how flash and glitzy the production is) but the process (the higher order thinking) required in making the production, when making evaluations and assessments. This is an exciting and engaging tool which students can produce effective results with. It is inexpensive to use and readily accessible to all students.

Video-sharing

Videos for sharing are available from a number of sources, the most common being You Tube and for educational videos Teacher Tube. Digital video can increase student engagement, interest, understanding and comprehension. It can be used in the classroom as ‘a hook’ to a topic, instructional video, a stimulant for discussion, in introduction to a new technology tool, the possibilities are endless. Anything you can think of, there is a You Tube clip for it (including the Alphabet, counting and phonics). The availability and sharing of videos on the internet,  has brought the world to any classroom or home.

Due to the content available and the nature of some of the comments made on You Tube some schools have blocked its use in their classrooms. I have worked in schools where this has been the case however access can be given to particular videos upon teacher request by the ICT technicians and Teacher Tube can be used as an alternative source. The learning manager must ensure that the content is still available and that the content is appropriate prior to the public screening in the classroom.

Learning Objects

Learning objects are interactive “chunks” of digital material. They are problem based, and situational for learning. These objects are usable in educational settings as elements within larger units of work. (Pitt 2008). The use of the word “chunks” relates to the shorter nature of this learning tool compared to the traditional longer learning experience. (Refer to Blog posting Learning Objects for how learning objects correlate with The Engagement Theory)

For the purpose of this discussion I will focus on two components of Learning Objects: Interactive Flash and E-Books.

Interactive Flash

The content of this learning object is presented in a game format. This is a format that most students are already conversant with. The learner approaches the task as player or in a simulation (role play) type situation. The content can be used independently by an individual student or can be use as a whole class activity via an interactive whiteboard. They can offer a virtual experience where the real thing is too expensive or difficult to provide for the students. Simulations are Web-based so they can be made accessible for the students use anytime and anywhere rather being restricted to the classroom.(Fasso, CQU Moodle 2010)

A number of resources for use within Australian classrooms that relate to current Essential Learnings are produced by The Learning Federation. (Refer to Blog)

All games are educational…Good games are hard to design. But designing a good game around specific subject matter is really difficult.”

– Will Wright

E-Books
The E-Book differs from the traditional book experience. E-Books do not only contain illustrations and text like the traditional book they also have audio, text tracking and sometimes animation and user interactivity. The traditional book has the text and illustrations but offers a tactile sensory experience. E-books that are appropriately conceived and constructed will be the first building blocks for rapidly and efficiently constructing targeted reader experiences (Polsani). Please refer to Blog posting E-Books and E-Books for Special Needs Students for the application of E-Books in a classroom.

E-Books can be student created using photos or images and applying text, in power point, slide share or movie maker to share with the school, family and special needs children.

Although Learning Objects are engaging and motivating for students they are often seen by the older teacher as game playing with no educational benefit.

Conclusion

Queensland’s Smart Classroom strategy is a learning initiative that assists educators to make ICT integral to learning as part of the Department of Education, Training and the Arts’ collective vision to create a clever skilled creative Queensland. The strategy is about engaging the digital generation, improving individualised learning opportunities, sparking innovation in learning, enhancing teachers’ digital pedagogy and getting the best from schools’ ICT investment. (Queensland Government)

To make this vision a reality we must first bridge the ‘Digital divide’, every student who doesn’t have access to it, should as quickly and often as possible (Prensky 2009). This does not mean purchasing endless amounts of technologies to schools. It is about students being able to access technology and use a wide variety of tools that will enhance their learning experience and teachers having the access to professional development to be able to guide their learners in the 21^st century.

Using multimedia in education results in the increasing productivity and retention rates, because people remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously. It means, by using multimedia tools we can create a learning environment, where the communication of the information can be done in a more effective manner and it can be an effective instructional medium for delivering information. With multimedia technologies students create multimedia applications as part of their required project. This makes them active in developing their own learning process, instead of just being passive learners of the educational content (Neo and Neo, 2001).

As learning manager of the future generations we will need to ask ourself: “How can learning change with ICT” instead of, “How can I integrate ICT into learning”. (Pitt 2008).

Referencing

Fasso, W (2010) Digital Tool 12: Animations and Simulations. Retrieved from CQUniversity e-courses,  FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=142887

 Glogster EDU(2010). What is a Glogster EDU?. Retrieved from http://edu.glogster.com/what-is-a-glogster-edu/(05/12/2010)

JISC Digital Media (2010). Using images in education. Retrieved from http://www.jiscdigitalmedia.ac.uk/stillimages/advice/using-images-in-education/(05/12/2010)

JISC Digital Media (2010) Using images to reinforce learning. Retrieved from http://www.jiscdigitalmedia.ac.uk/stillimages/advice/using-images-to-reinforce-learning/(05/12/2010)

Kearsley, G & Shneiderman, B (1999) Engagement Theory:A framework for technology-based teaching and learning. Retrieved fromhttp://home.sprynet.com/~gkearsley/engage.htm (13/12/2010)

McGrath,H & Noble, T. Seven ways at Once. (1995) Melbourne, Australia. Longman Australia Pty Ltd.

Markham, R . YouTube and the Classroom. Retrieved from http://ezinearticles.com/?YouTube-and-the-Classroom&id=1652151

Neo, M. and Neo, K. T. K. (2001): Innovative teaching: Using multimedia in a problem-based learning environment. Educational Technology & Society. Retrieved from http://www.staff.u-szeged.hu/~gymolnar/New_ICT_tools_in_Education_paper_pictures.pdf (10/12/2010)

Pitt,L.(2008) Transforming teaching and learning. Retrieved from http://www.learningplace.com.au/deliver/content.asp?pid=16536(03/12/2010)

Prensky,M (2007) Changing Paradigms from “being taught” to “learning on your own with guidance”

Published in Educational Technology, July-Aug, 2007 Retrieved from http://www.marcprensky.com/writing/Prensky-ChangingParadigms-01-EdTech.pdf(04/12/2010)

Prensky, M(2009) Let’s Be “Digital Multipliers” Eliminating the Digital Divide Is Something Educators Can Do

Published in Educational Technology, Jan-Feb 2009. Retrieved from  http://www.marcprensky.com/writing/Prensky-Lets_Be_Digital_Multipliers-ET-01-09.pdf (05/12/2010)

Queensland Government , Department of Education, Training and the Arts(2008). Smart classrooms bytes- elearning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf( 08/12/2010)

Tuck, V (2008, December 5). Educating the digital natives.   The Telegraph –Retrieved from http://www.telegraph.co.uk/education/3567690/Vicky-Tuck-Educating-the-digital-natives.html

Wanke, M. Teaching digital photography to students. Retrieved from http://photography.lovetoknow.com/Teaching_Digital_Photography_to_Students(05/12/2010)

Warrick,R(2009). Using Glogster in the classroom. Retrieved from http://cnx.org/content/m32202/latest/(5/12/2010)

Comments

http://ashjourney.blogspot.com/2010/11/digital-10-digital-video.html#comments

http://karenpiperelearning.blogspot.com/2010/12/moviemaker.html

http://krystalselearnblog.blogspot.com/2010/11/glogs-while-constructing-my-wiki-you.html#comments

Learning Objects - The Learning Federation (TLF)

The Learning Federation (TLF) is a project of Education Services Australia which is funded by the Federal and State governments. TLF contains a large bank of appropriate Learning Objects designed to work with the states and eventually the national curriculum. It contains appropriate content across all year levels. TLF’s current focus is on ensuring there are sufficient early year’s resources and content to support indigenous students’ learning.

TLF uses a design model in the development of its learning objects which focus on effective processes of learning rather than navigational structure. The processes of learning used for development of learning objects include active and critical thinking, decision making, experiential learning, experimentation, game formats, investigation and inquiry, modelling, predicting, observing and explaining, problem solving, research and simulation.

By using TLF resources the learning manager can reduce the time required to locate learning objects for the curriculum content, find learning objects free of advertising (and inappropriate content)  and ensures that it is designed to stimulate higher order thinking and self directed student learning.

Learning Objects

I found this exert from an article which explains the benefits of using Learning Objects. :

Teachers in primary, secondary, or tertiary education use DLOs in a variety of ways to meet curriculum needs and address different learning abilities among their students. DLOs enable students, both individually and collaboratively, to work hands-on with complex content and ideas. Students can, for instance, manipulate and experiment with variables, carry out simulations, prepare exhibitions with authentic artifacts, and explore new concepts in game formats. DLOs challenge students to question, investigate, analyze, synthesize, problem solve, make decisions, and reflect on their learning. Finally,DLOs enable students to work at their own pace and can provide scaffolded learning tasks that offer real-time feedback on performance in a variety of supportive and engaging ways.

Reference

Janson,A & Janson, R (2009) Intergrating digital learning objects in the classroom:A need for educational leadership. Innovate Journal of online learning Feb/MArch 2009 Volume 5 Issue 3. Retrieved from http://www.uh.cu/static/documents/RDA/Integrating%20Digital%20Learning%20Objects.pdf

Learning objects are 'chunks' of reusable learning experiences, that support curriculum content and scaffold student learning in a game based format that is collaborative, engaging and challenging(relating). Students use the knowledge that they have gained to analyse simulated real life situations to solve problems and make decisions(creating). They resolutions that they are asked to create are simulations of real life situations (simulating  how the information learnt can be used to donate).

Voki

Get a Voki now!



What a cool tool!

A great tool for adding to a glog, a digital movie, as an intro to a power point, to add instructions in a webquest, an email, a hook to a topic,  to ask questions.

I shared this one with my daughter (my guinea pig for today). She loved it because it was just like the games she plays. Her first thought was that she could use it when creating a digital movie, as in introduction.

Plus

• encourages creativity
• you don't need to use your own voice to record sound
• can be used in a LOTE class 
• Many uses in the classroom
• No software to download
• Can be embedded
• Very easy to use
• It is in a format familiar to students
• Quick to use and set up
• Great tool for students with disabilities eg speech language impairment
• Can be sent by email

Minus

• need to ensure students are working while using this tool not playing
• contains advertising
• Voki for educators free of advertising has a cost
• the need to register

Overall a great simple tool for any age group to use!!!

Power point

I today used Microsoft power point. I had decided on my tools for my Assessment Task 2 and I knew that the power point task would take a little time so I had put off creating it.

Today I spent a few hours exploring power point. The basic creation of power point was fairly simple. Some of the tasks were a little challenging as I am running Office 2007 and a number of the tools were located in a different place to the tutorial. I made it through and created a life cycle power point with interactive quiz.

Pro's

• Power points can be teacher created and used as a presentation, hook to a topic, discussion stimulus or interactive quiz
• For students to give presentations on researched topics
• can be used as a presentation of a real life situation
• Slides can be used in movie maker
• Can be used as an addition to an oral presentation
• Engages visual learners
• Able to include voice and sound recordings
• Can be embedded with hyperlinks
• Can be organised in point form using word document for planning and sent to power point slides
• Holiday journals
• Can be used to create E-books
• Presentation of experiment or procedure

The list of uses is endless. It is a tool that is visual engaging and a well presented power point requires planning, organisation, understanding, investigation, experimenting and decision making skills.

Con's

• Can be time consuming to create
• students will need to plan a storyboard before commencing to avoid it becoming a cut and paste activity.
• Some prior knowledge of the workings of power point are required to navigate successfully around the software
• Can become text heavy and boring for viewers

This task did take me a few hours to create but over time with familiarity I believe I would become more efficient.

This was a case of the digital native (my son) being a little more savy with this tool than myself. His friend had given him a quick lesson on creating a power point game. Once we located the action command together he was able to complete his maze style game very quickly. Students have the ability to share knowledge and skills of technology very efficiently and effectively, just as it would be with students in a classroom.

Webpage V Wiki V Blog V Wallwisher

A web page is a static page that can only be changed or amended by the creator or an allocated administrator. I have not concentrated on making a new web page as I wanted to try out all the new toys (oops I mean tools) (this is my SOSE Web quest) I created last term. I have acquired so many new skills since creating this Web Quest. Imagine how it would look now?

A Wiki is a Web 2.0 webpage (which means that it is an interactive web page for sharing). Wikis are collaborative websites which can be directly edited by anyone with access to it. They can be public or have restricted membership.

A Blog has an owner or creator who can share thoughts, commentary, opinions or ideas.  It can be used to create a discussion. Readers can comment on the posts made to a blog.

Today I discovered Wallwisher (also Web 2.0 ) - My best explanation of this is a Wiki with stick-it-notes.  The wall can be for public use or private use. To add an entry, it is as simple as clicking on the wall. There is 160 word limit so it is similar in size to a text message. Please view this slideshow to see how wallwisher could be used in the classroom.

Images and Learning Styles

When you think of images you think of visual learners. Yes, images are a great tool for the visual learner but reflect a little more about the types of images you are using and what you are trying to acheive with these images. What other learning styles can benefit from the use of images. I have created this table with this exact thought in mind (it is by no means exhaustive, it could be called a work in progress). The table looks at various images and how different images can be used to create, prompt dicussions or initiate tasks and activities.

In April's blog she has discussed that even with non visual learners, images can become a stimulant for discussion and evaluative thinking.

In Simon's blog he has discussed the benefit of images in a manual arts classroom and the ability for images to stimulate analysis and evaluation of design (Thanks Simon, another use for the kinaesthetic learner).

In Brid's blog she has discussed the benefits of images to engage her, as she is a visual learner.

In Jess's blog she has discussed the use of images in an early childhood setting and also introduced me to a great site to locate thought provoking images, Time magazine's, photo of the week.

Each of these blog entries add a different view to the evaluation of the strengths of images as a tool in the classroom.

The main weakness of images I have concluded is that they are not always relevant and some are purely for decoration. Care should be given to the image choice and the quality (JISC Digital Media 2010). Studies have shown that the use of relevant images can increase a student’s recollection and comprehension of new material, as well as stimulating discussion and promoting interest. (JISC Digital Media 2010).  Inappropriate images for students should also be of concern to a learning manager. By using sites/searches containing image banks specifically for educational purposes will help to overcome this issue.

Students also need to be taught from a very early age the importance of giving attribution for use of images. All to often students cut and paste images into their work with any thought to the ownership of the material.  Until recently this was not something that I had personally thought about but after group discussionson the topic it now something I am very aware of. Students can not use correct procedures unless they are shown them to start with.

Using Glogs in the Classroom

When I viewed Krystal's blog regarding glogster I wasn't sure whether this would be a tool that I would like to experiment with and what was it's purpose in a classroom, until I came across a link to a couple of student samples;

http://s7g635q.edu.glogster.com/circulatory-system/?voucher=a8ad940d8dbb87442c0ee4b260c2da22

http://sjrcy4e.edu.glogster.com/the-awesome-glog-about-the-solar-system

I was inspired by these glogs created by Year 4 students so I thought I would have a play. It was a fun tool to use. It took a little bit of time to locate images, backgrounds etc. I have embedded my glogster to my wiki or you can see a  full size view of The Butterfly Life cycle here.

A Glog is a 21st century tool I can see all levels of education being able to use. I can especially see lower primary students having a lot of fun with it,  in place of creating the traditional cardboard poster.

A Glog that is teacher created can be used to introduce content to the class, a ‘hook’, an interactive learning tool for early childhood, a study tool for students, to create and print motivational posters for the classroom, can be used in class to collaborate with students to create class rules, to create subject overviews, as an addition to a Web Quest, word wall to pre teach vocabulary to special needs students, to inspire students to read and to share teaching ideas with other professionals. Again the ideas are only limited by the learning manager’s imagination and creativity.

Students can use Glogs to present research, create posters, present book reviews, to publish poems and written tasks, newspaper or magazine pages, advertising posters, travel brochures, create signs, to complete homework, class projects, character descriptions, presentation of math concepts, as part of an oral presentation,  or any other creative purpose across the entire curriculum.  When using a student centred Glog, thought must be given to what the purpose is. It should not become a cut and paste activity. It should serve a purpose and should require higher order thinking skills.

For an informative tutorial on glogs including podcasts, youtube links, poster etc at Glogster Edu click here.

Thanks to Krystal for introducing me to one of my favourite tools so far.

Ensuring all students have access to technology

This week we discussed on Vyew, students having access to technology. We were all in consensus that technology needed to find its way into the students hands.

I have just found an article called "Let's Be Digital Multipliers" by Marc Prensky about ensuring all students have some access to various technologies within the school environment.

This article is inspiring look at bridging the "Digital divide".

E-Books for the hearing impaired and special needs students

While searching the internet today I discovered a great not-for-profit site. Their goal was to improve the literacy experiences of deaf children . The books contain animation, pictures, text, sound and signing.  The project enables family and friends to have a fun shared experience reading books. The books can be used in a learning support or classroom situation.

http://www.signedstories.com/page/index.cfm

A teacher from Victoria has created a blog spot called Junior Crew Book Shelf. As she has located E-books on the net she has set them up as a link for her special ed students and students with Autism to acess. A great resource for all to share.

Learning Theories

What is Pedagogy?

“Pedagogy is a word derived from Greek roots that literally translates to the idea of leading a child. In English, the word receives numerous definitions, most related to education. It is the art of teaching, its theory, its practice, and its methods.”

WiseGEEK, What is Pedagogy? Retrieved from http://www.wisegeek.com/what-is-pedagogy.htm(02/12/2010)

Learning Theories                                                                                          

Dimensions of Learning

Dimensions of Learning is a framework or a model for creating and planning improved learning experiences for students.

DoL1  & DoL5 Relates to the classroom atmosphere and student attitudes, perceptions and habits of mind (critical, creative and self regulated thinking) creating the foundations.

Dol2, DoL3 & DoL4 – are the knowledge development phases.

DoL2 – Relates to acquiring knowledge and integrating or building on existing knowledge

DoL3- Is understanding, extending, refining and applying the knowledge

DoL4- Utilising the knowledge and applying it in a meaningful way

Dimensions of Learning, is used extensively throughout the CQU Learning Management program.  

CQU Professional learning package. What is "Dimensions of Learning" and how is it used at Central Queensland University and schools? Retrieved from http://www.cqu.edu.au/dol/index.htm (02/12/2010)

  Diagram  by D.Lynch

Bloom’s Taxonomy

Evaluation – to make an assessment or a judgement. Justifying, deciding and solving.

Synthesis - To predict, create, invent, build or produce

Analysis – to compare, analyse, scrutinise or pull information apart

Application – chart, diagram, adapt, report or put into action

Comprehension – summarise, explain, discuss, simple comparisons

Knowledge – remember facts,recall information                                                                                               

    Imageretrieved from http://edorigami.wikispaces.com/Bloom's+Digital+Taxonomy

 Multiple Intelligences

Howard Gardener developed a theory that we all have a preferred way of thinking (learning style). Designing learning experiences in the classroom to appeal to the various intelligences is more likely to increase the level of engage of students. Learning experiences are usually designed using Bloom’s Taxonomy together with multiple intelligences.

Image retrievedfrom  http://www.chariho.k12.ri.us/curriculum/MISmart/MImapDef.HTM

Six Thinking Hats – Edward De Bono

De Bono’s thinking hats are a system of thinking. The thinking hat principle allows learners to look at problems and issues from differing angles. Complex decision making process which when used leads to more creative thinking, improved communications and improved decision making.

Image retrieved from http://www.12manage.com/images/picture_bono_six_thinking_hats.gif

Engagement Theory

The fundamental idea underlying engagement theory is that students must be meaningfully engaged in learning activities through interaction with others and worthwhile tasks. While in principle, such engagement could occur without the use of technology, we believe that technology can facilitate engagement in ways which are difficult to achieve otherwise. So engagement theory is intended to be a conceptual framework for technology-based learning and teaching. (Kearsley, G. & Shneiderman, B.1999)

 Relate – Encourages team work, collaboration, communication, planning, management and social skills. Multiply perspectives and motivation

Create – Application of ideas.  It is about making learning a creative and productive experience.  Exposing students to real life situations.

Donate – Using what has been created or produced to contribute meaningfully to a community, organisation, school etc, whilst learning

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All these learning principles (with the exception of Multiple Intelligences Theory) focus on achieving high order thinking skills in real life situations. Multiple intelligence theory is an additional tool available to learning managers to ensure student engagement in the learning experience.  

E-Books

I love E-Books and the kids love them too.

E-Books are bright, colourful, engaging and sometimes animated. They can be used to encourage reluctant readers and struggling readers as they have audio and highlight the words as they are read. They can be used by individual students or by a group or whole class on an interactive whiteboard.  Different books can be used across the curriculum, for introducing a science or SOSE topic, for teaching social skills, literacy, writing and grammar skills. When exploring I even located books to introduce or consolidate math concepts.

The downfalls are acess to computers and internet connectivity, limited number of books available and as books are audio less modelling of reading by class teacher (however this could be overcome by turning the volume off and class teacher reading along).

This is a great web site to use for primary school students,  Tumble books (E-Books). Most of the books have comprehension style questions and games to play.

I located a particularly good book for teaching internet safety to children "Surfing Safely". I highly recommend everyone have a look. My link didn't work please browse through the Tumble Books.

This web site also had a free downloadable reading software called Tumble Pad 2.0. This reading software comes with an story book, audio book and a game. Once the software and books are downloaded you no longer require internet connectivity. I have downloaded the software and will have a play with it.

Digital Video Continued.

On my last post regarding digital video I was familiarising myself with Movie maker before working with a year 4 class.

I am glad I used it before going to the computer lab with them. Some of the students ran rings around me with their ability to navigate Movie maker. I learnt quite a few extras that I hadn't discovered by playing with it at home. I am sure the more I play with Movie maker the more expertise I will gain.

My daughter has given me persmission to publish her SOSE movie on Dr Livingstone. They created the scene, then gathered the props and created the characters. They took approx 50 still images to make this movie and then added titles, sound effects and credits. They ran out of time at the end of the term but this is a real example of what can be acheived by primary students. Enjoy!