Reflective Synopsis - ICTs as Teaching and Learning Tools.

Learning in a digital era has been changed into a new paradigm since the development of network and communication technology, and it is inevitable in today’s dynamic society that technology plays a large role in the modern classroom (Kultawanich, Koraneekij, & Na-Songkhla, 2015). Gone are the days, however, that the computer labs were a one off lesson for students to simply type up and print off their work. With the rise ICTs, there is an inherent need for learning managers to change traditional pedagogy to ensure that students are receiving a high level of education from the technology on offer (de Vries, 2009) and are not simply using it as a replacement of traditional classroom methods.

Twenty first century learners need to be equipped with the skills to successfully participate in their world as active and informed citizens, and e-learning is an integral part of their learning journey into the future (MCEETYA, 2005). E-learning can be defined as the effective use of technology as a teaching and learning tool. It can employ a range of online platforms and programs, and considers a variety of relevant and current learning theories to ensure effective implementation (de Vries, 2009).

The benefits of e-learning are many and varied. It is obvious that today’s learners require basic computer technology skills simply to be relevant and functional in the future, however the benefits of e-learning run much deeper than that. According to the Queensland Government (2008), a contemporary the learner investigates, communicates, creates, manages and operates ICTs. This method of learning enable students to engage and connect globally, be authors and producers of their own work, access personalised learning that they are able to work through at their own pace, be mobile and access learning 24/7 (MCEETYA, 2005). This is the type of learning that is vastly different from the days of old, as e-learning supports, transforms, facilitates and enhances every-day learning in the classroom through these approaches. Research suggest that e-learning can also be applied to Bloom’s Taxonomy (Callens, 2014), as it enables students to reach higher order thinking, as students use technology to not only remember, understand and apply new information, but creates opportunities for students to analyse, evaluate and create in ways that would not have otherwise be possible (Safitry, 2015).

It is imperative however, that teachers are implementing technology in the classroom that allows students to take full advantage of these opportunities outlined in Bloom’s Taxonomy (Callens, 2014). One model that has been designed to ensure the effective utilisation of technology is the Substitution, Augmentation, Modification, Redefinition Model, or SAMR. This model can be used as a way for learning managers to evaluate how they are incorporating technology to transform their instruction to reach higher levels of achievement (Romrell, Kidder, & Wood, 2014). Teachers must ensure that technology is not simply used as a replacement, but as a way for students to experience the technology in meaningful and purposeful manner. Underpinning the models and framework surrounding e-learning are learning theories such as the Connectivism learning theory, and Social and Cognitive Constructivism. Connectivism is a modern online learning pedagogy giving emphasis to an interactive learning in an online context and focuses on and emphasizes ‘social and experience learning’ (Siemens, 2005). The theory states that people learn through connections of social and cultural interaction and experience. Connectivism also promotes each individual as a potential source of information and knowledge which has been developed through social observation and learning (Siemens, 2005). Linking with this theory is that of the social and cognitive constructivist learning theory. The constructivist framework is the idea that “meaningful learning is the active creation of knowledge structures, rather than a mere transferring of objective knowledge form one person to another” (Snowman, p. 28, 2009). Furthermore, the social cognitive theory suggests that the actions of a person in a situation depend on the interaction among the influences with a primary emphasis on social cognitive factors. The framework states that people learn from a variety of experiences (Money, 2005), supporting the collaborative nature of e-learning within the classroom.

Teachers must also consider and promote the safe, legal and ethical use of technology, both in and outside the educational context. Integrated explicit teaching and discussions must be held regularly to ensure that learning is not threatened by unsafe practices and media that is uploaded is used appropriately. Constant updating of this knowledge is required, and teachers should frequently visit sites such the Australian Government’s e-safety page for information and updates. Other resources include the Safe Schools Hub, underpinned by the National Safe Schools Framework, which aims to build student responsibility and build a positive school culture with supportive relationships.

In conclusion, technologies are an active, creative and engaging learning area that fosters students’ capacity to be discriminating and informed producers, innovators and users of technologies (ACARA, 2012). With the guidance of current and relevant learning theories, models and frameworks, educators can ensure they are providing purposeful, engaging and meaningful learning experiences that students can apply in their everyday lives, not only today, but also in the future.

Reference List

ACARA. (2012). The Shape of the Curriculum: Technologies. Accessed from: http://www.acara.edu.au/verve/_resources/Shape_of_the_Australian_Curriculum_-_Technologies_-_August_2012.pdf

Callens, M. V. (2014). Using Bloom's Taxonomy to Teach Course Content and Improve Social Media Literacy. Journal Of Interdisciplinary Studies In Education, 3(1), 17-25.

Kultawanich, K., Koraneekij, P., & Na-Songkhla, J. (2015). A Proposed Model of Connectivism Learning Using Cloud-based Virtual Classroom to Enhance Information Literacy and Information Literacy Self-efficacy for Undergraduate Students. Procedia - Social And Behavioral Sciences, 191(The Proceedings of 6th World Conference on educational Sciences), 87-92. doi:10.1016/j.sbspro.2015.04.394

Ministerial Council on Education, Employment, Training & Youth Affairs 2008, Melbourne Declaration on Educational Goals for Young Australians, Curriculum Corporation, Melbourne, accessed 23 Auguest 2015, http://www.curriculum.edu.au/verve/_resources/National_Declaration_on_the_Educational_G oals_for_Young_Australians.pdf.

Money, W. H. (1995). Applying Group Support Systems to Classroom Settings: A Social Cognitive Learning Theory Explanation. Journal Of Management Information Systems, 12(3), 65-80.

Romrell, D., Kidder, L. C., & Wood, E. (2014). The SAMR Model as a Framework for Evaluating mLearning. Journal Of Asynchronous Learning Networks, 18(2),

Safitry T, Mantoro T, Ayu M, Mayumi I, Dewanti R, Azmeela S. Teachers' Perspectives and Practices in Applying Technology to Enhance Learning in the Classroom. International Journal Of Emerging Technologies In Learning [serial online]. September 2015;10(3):10-14. Available from: Education Research Complete, Ipswich, MA. Accessed August 22, 2015.

Seimens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1). Retrieved from: http://www.itdl.org/Journal/Jan_05/a rticle01.htm

Snowman, J. (2009). Psychology applied to teaching. Milton, Qld. : John Wiley & Sons Australia, 2009.

de Vries, M. 2009, ‘The developing field of technology education: an introduction’, in A. Jones & M. de Vries (eds), International Handbook of Research and Development in Technology Education, Sense Publishers, Rotterdam, pp. 1–9.

Open Ended Learning and Teaching Tools.

Week 6 – Open ended tools as teaching and learning tools.

Museum Box

Technical Aspects – Museum Box is a website in which users can add and update a range of ‘items’ relating to a particular theme. The items are placed within the online storage ‘box’, and can be used to reflect upon a range of mostly historical and art based subjects. To register for Museum Box, you do need an educator’s sign on, so exploring the site was fairly limited. A free trial was offered however, which allowed you then to personalise your own ‘box’ with tings such as text types, and themes, as well as layers to add media. Users can also add links, videos, images and audio as well as adding comments to other users boxes. Once you have completed adding to your Museum Box, you may then publish it, and make it live for the public to view. I also found this tool easy to navigate, which was most appealing to me!

This is an amazing, interactive site. History/Geography often gets a bad wrap, or is seen as ‘boring’, so this tool would provide an engaging platform for students to explore. Students are able to interact not only with their peers, but with the teacher, which can be used to provide timely feedback in and out of the classroom. Museum Box may also be used for group activities; to introduce students at the beginning of the school year; as a way of presenting information or to support an oral presentation. Careful thought must also be given to the ethical and safe uses of a website such as this, and teachers must provide the students with the skills and knowledge required to do so prior to using the site. Discussions around appropriate use to the chat tool and what images and videos are suitable should be had before and during the use of this tool.

According to the SAMR Model, Museum Box could be during the Substitution stage to explore important historical events that have occurred in Australia, as students add relevant information into their own boxes. Augmentation occurs as students collects images and ‘artefacts’; Modification occurs as students add audio, or record themselves or others to add depth to their collection and share with others, and Redefinition occurs as students receive feedback from professionals and add further information, connecting via embedded links and edit according to feedback.

Personally, I believe that Museum Box is a great tool that is able to engage students in historical and geographical concepts. Cross-curricular priorities are also seen to however, with students extending their ICT knowledge, as well as basic literacy skills.

Dipity

Technical aspects – Like Museum Box, Dipity is a free website where users can produce and view multimedia timelines on line. This can also be used in historical contexts, as students can add and edit a range of information to create their own, individual timelines. Users can select whom they would like to view their timeline – which is great for safe classroom use – as they can chose to keep their space private, and viewed only by selected individuals. As with Museum Box, media such as images, video and links can be added, and users may also chose how their information is presented. Users can also comment and provide feedback on peer’s work, and peruse a range of other user’s timelines, as well as ‘most popular’ timelines, which is great to use as exemplars for students to follow. Sign up and navigation of the site is not quite as simple as Museum Box, for example, and teachers would need to spend a significant amount of time prior to the lessons on researching particular timelines and information. This site was however, less limited than Museum Box in the contexts in can be used in, as this site could also be implemented within the Arts, Health, History, Literacy and Humanities. This could also be used in the classroom collaboratively or independently for a range of historical events, or plotting student’s personal learning journeys. As per all online activities, teachers must take the time to explain safe and ethical practices, such as carefully selecting users to view their work, and ethical practices in regards to using images and video.

According to the SAMR Model, Substitution can occur as students select a topic and start collecting and storing information as a timeline. Augmentation occurs as students attach relevant media, such as images to their timelines; Modification occurs as video and audio to back up the presentation of their information, and Redefinition occurs as students share their work, whist commenting on peers, and editing theirs according to feedback. Students can then save and display their work with others beyond the classroom.

Other open ended tools I have used previously are Google Docs and Google Maps. While I have used these tools for the obvious purposes – Google Docs for the simultaneous editing of a document – great for group work, and Google Maps for supplementing my horrid sense of direction, I had not previously though of these in a classroom context. The benefits of Google Docs is obvious, from the automatic saving, selected editors who can add at any time or place. It is however difficult to add images and is not quite as easy to navigate as Word. This would be a great tool for students to use as a drafting tool, or to show evidence of research.

Google Maps, can be used in a variety of ways. Mathematical concepts first spring to mind, from plotting coordinates, so perimeter, to teaching basic directions such as left and right to preppies. More exploration of this tool as a teaching and learning object is required, and I look forward to using this tool as a meaningful and personal way of teaching a range of concepts.

As per previous learning tools, Connectivism is a key learning theory backing up this type of teaching. Students are easily able to connect with others, whilst viewing their work, making decisions about their own, and working through any issues they may encounter – and lets face it, with technology, there’s always issues. It is important to state that careful scaffolding of these tools must always be implemented. In order for students to successfully work through the SAMR model and reach higher order thinking, careful consideration must be given to ensure the journey is meaningful and worthwhile. Digitial tools should not simply replace the use of pen and paper, but provide students with the opportunity to experience tasks and learning journeys they would not have been able to otherwise.

With this in mind, I am feeling more confident and informed, and am looking forward to exploring these tools further to not only increase engagement in my future classroom, but to help create active and informed citizens who are equipped for the 21^st Century.

21st Century Learners.

Week 5 Reflection - PowerPoint, Prezi & Glogster.

Week 5 Digital Technologies – PowerPoint, Prezi & Glogster.

PowerPoint

Technical Aspects

Developed by Microsoft, PowerPoint is one of the most widely used presentation programs available. Combining a number of ‘slides’, users can edit text, image, audio and transitions to each slide, to eventually create an individualised and cohesive presentation. Users can select from a range of templates, or design their own using provided images, or users may upload their own to be used as backgrounds, for example. Users can also edit how the slides ‘transition’ from one to the next, adding noises, timers and even custom paths. Editing used in PowerPoint is similar to that of Word, so presentations can be customised with ease. Presentations can also be printed off in a number of ways, to be used as brochures or handouts.

Commonly used in most educational settings, PowerPoint has been a part of my schooling from early high school as a means of presenting information, and to provide an engaging multimodal backdrop to presentations at university. During practical placements, I have seen it used as a way of introducing a new topic, as the teacher drew on a range of sources and combined them into an easy to manipulate presentation. The basic uses of PowerPoint and the way in which they can enhance learning and engagement within a classroom are obvious. It wasn’t until I really looked into what PowerPoint could do, did I realise its potential. During my university experience, I have discovered how to embed links within the slides to provide seamless transitions to websites or other information; how to add audio; and how to convert the file to a movie.

Although upon researching further, it seems there is more to learn. In its most basic sense, PowerPoint is a way to transmit information in a quite passive, albeit engaging manner. To move to a more interactive lesson, according to SAMR, would include designing collaborative lessons that would not otherwise be possible. This would comprise of students being able to move images or text into a part of a Venn diagram, for example, therefore creating a more hands on approach, sparking shared discussion and deeper understanding as they justify their thinking. PowerPoint can be used, in this sense, in a similar way to an Interactive Whiteboard, without the expensive equipment, or in my experience, with as many technical difficulties.

Other example of classroom uses could include individual or group presentations or information reports; creative writing including texts and images; recounts of excursions or learning journey with images of the students participating in events/lessons; adding notes to peers work as a form of assessment; images or text as a stimulus for writing. To ensure tasks incorporating PowerPoint are meaningful, however, teachers should refer back to the SAMR model. Substitution can occur when students can begin to gather and store information to be used in an information report on the slides. Augmentation can occur as students use PowerPoint to present images, such as comparing species or showing video of selected topic without deviating from presentation. Modification will occur as students provide feedback on peers’ presentation, and view other PowerPoint presentations of leaders in the field or from professional organisations. Redefinition occurs as students make final changes to their presentation, including adding audio, and sharing their work via the internet with others.

Prezi

Technical aspects

Prezi was first introduced in 2009, as a replacement of other presentation applications, such as PowerPoint. It provides users with a canvas in which they can edit templates, add images and text, much like PowerPoint, although Prezi provides a more ‘storytelling’ type presentation, as users zoom in and out of selected information. Prezi also allows for multiple editors, unlike PowerPoint, allowing students to collaborate and allows for more of an individualised presentation. Prezi is easy to access as an online application, as users sign up to a Prezi account, where they can store all presentations. Edits can be made easily and selected ‘paths’ can be decided and saved as you create. Prezi is also easily shared with other users, or can be downloaded and added to a USB for example. Prezi’s can also be printed out as a PDF and given to students, teachers or parents for example.

Personally, I’ve found Prezi to be perhaps more visually appealing than PowerPoint. It conveys a sense of modern technicality than other presentation platforms cannot achieve. I did however, find it slightly harder to use, but I have put this down to inexperience.

Classroom uses for Prezi may be slightly more limited than PowerPoint as solely a presentation tool, rather than one that can be edited and moved as easily as PowerPoint can. Although Prezi is a great platform for students to present group tasks, as all members can edit with ease, as it is an online application, rather than an individual’s program on their computer. Prezi could also be used to introduce new topics; be used as an online mind map or brainstorming storage to add and edit as learning evolves; presentation of information or research. SAMR must again be employed by teachers to ensure tasks are authentic and meaningful. At the substitution level, students can write and store their narratives online. At the augmentation stage, students can edit, add images and audio to their narratives. Modification allows students to create a variety of endings or notes on characters to their narrative, which readers can access with ease. Redefinition involves the students sharing their work with other online, and providing feedback. Feedback can be provided externally by the learning manager as the students work through the tasks and edit work at their own pace.

Glogster

Technical aspects

Glogster, like Prezi, is a ‘cloud based’ online application that can be used for interactive learning and presentations. Like Prezi, it provides users with a ‘canvas’ of sorts, for them to edit with a variety of media to produce a single interactive and collaborative educational poster. Glogster was also created in 2009, and serves over 19 million ‘gloggers’ who use it primarily for education.

Media used in Glogster may be uploaded by the user from their own files, or be added via a link. Users can decide how to arrange the information, and edit almost the entire presentation, as in PowerPoint or Prezi. Sign up is similar to Prezi, although I only managed to find a free 7-day trial, otherwise payment was required. Glogster also has a ‘glogpedia’, which is a handpicked selection of top quality glogs that are categorised and linked to the K-12 curriculum. This is handy for students and teachers alike.

Personally, I had never used Glogster prior to this week. I found the application difficult to use (without too much research put into finding out actually how to do it). I am at this point unsure whether this came down to lack of experience again, or if Glogster is actually difficult to use. Being only slightly technically savvy, I obviously prefer applications that I can use without too much thought or effort, and this would also be preferable in the classroom where time is a precious commodity. Glogster, like Prezi provides an aesthetically pleasing design, with a range of very modern templates to chose from, and boxes to add text, video or images. I appreciate that this platform provides a great way to showcase information, but with the limited experimentation I have done at this point in time, I wonder if like Prezi, it too is limited. Through the SAMR model, I imagine teachers would be able to discover other uses of Glogster, however at this point I feel extremely bias to good old PP. Granted – I do think these other platforms look much more fabulous.

Possible application in the classroom include displaying information for individuals or groups, to introduce a new topic, create an online place for important classroom information, such as learning journeys, timetables, or class rules.

When applying the SAMR model to Glogster, it is apparent that there are valuable learning and teaching opportunities for this application in this classroom. Substitution can occur as students write a recount of a class trip. Augmentation takes place as students edit their own glogster to include images and audio to the text. Modification allows students to share their learning and experiences with others, and chose a specific focus topic to present using Glogster. Redefinition occurs when students provide critical peer assessment on other’s ‘Glogs’, as they justify their thoughts and receive feedback from teachers, parents and other professionals.

Conclusion

It is obvious that all application can have their place in the classroom, from simple presentation, to sharing and viewing other’s work with ease. These applications also aid in building research, creative and critical thinking skills, as students experience the process of decide which information to add and how to arrange it for maximum impact, as well as building basic technical skills required to be an active 21^st century citizen. Using these applications also link to the constructivist and connectivist learning theory, as students share and experience others work, whilst creating their own. It is imperative, however that teachers spend time explicitly teaching students the safety, legal and ethical processes of sharing information with others. Overall, I can see the many positives of using each of these applications in a variety of ways to engage and enhance student learning, and I look forward to experimenting further with them.

Evidence of exploration

Prezi made for university presentation:

http://prezi.com/r5_98zdaj25a/?utm_campaign=share&utm_medium=copy&rc=ex0share

Glogster experimentation:

http://samanthagleeson.edu.glogster.com/edit/glog/?type=ge&based_on=JiAzW25vmgtYVpGAjDnS:6k75ck42bghqb4ugkargvj1&new=true&=hometown-2-template

PowerPoint:

A Sample from a PowerPoint used in LM3 with embedded audio and video.

Link to blog:

http://samgleesonelearning.blogspot.com.au

Funnies!

Week 4 - Images, audio & video as teaching & learning tools.

Week 4 Reflection – Images, Audio and Video

As our dynamic society morphs and changes, it is imperative that education also follows suit. Children of today are exposed to an array of visual, electronic and digital texts, unlike the almost exclusively print rich days that Gen Y and earlier experienced. Research shows that modern day students are “more likely to access digital rather than print based texts outside school” (Walsh, 2010). Over the past three years I have had the opportunity to observe a range of classrooms in a range of grades, and upon reflection this past week, have noticed that there is still a huge disjuncture between the technology and multimedia in a child’s life in and outside of the classroom. With technology changing so quickly however, and none of today’s teachers being true

digital natives, who can blame them from erring on the side of caution, going with what we know works – and has been working for years – to educate today’s students?

Before I go on, I must admit, I am a little biased. I love print based texts. Summer school holidays saw me renting out the maximum amount of books at the library, and getting lost in stories for hours on end. As I grew up, I could cut up magazines, covering school books in everything I believed to the ultimate in cool. I went through my schooling with the vast majority of the focus on print based texts, and you know what? I think I’ve turned out pretty well. I can read, write and communicate effectively.

Not all teachers are on board the technology train.

But is that enough? Can we expect that today’s students will be satisfied with this type of education? They are bombarded daily with a range of texts, print, video, images, audio – more than we ever imagined as kids – so surely there has to be a shift in pedagogy to adapt to these changes. While I am not personally the most exceptionally tech savvy person, I do accept that ignoring these fundamental changes to society and the way we communicate, receive and give information, would be doing a great disservice to students.

Of course, education is transforming. Educators now understand that we must cater to individual needs of learners (Shaw, 2014). The visual and auditory aspects of teaching are of upmost importance, and research has shown that this leads to gains in basic and higher order thinking (Walsh, 2010). Multimodal learning is imperative to prepare students for the future they will live, work and succeed in as adults.

Technical Aspects of Images, Audio and Video.

These days, images, audio and video can be accessed and shared with the click of a button. In an education context, this has endless opportunities. An image could be used simply as a stimulus, shown on a screen to a whole class, discussions in small groups or to analyse individually. Audio could be embedded in a Voki on a teacher’s blog to introduce a new topic, or a student’s response may be recorded on an iPad. Video could be used to track a student’s learning journey, show an alternate point of view, or to simply engage and entertain. During my university experience, I have used all of these elements during presentations as a way of providing extra depth and information, as well as to ensure my audience are engaged and stimulated. It is clear that when applied appropriately, images, audio and text can be used to engage students, develop their skills in ICTs, and most importantly, as explained by the SAMR model, be used to in ways that could not have been done otherwise and promote high order thinking and problem solving.

Images

Plus

Can be used to help students with disabilities – eg: clear routines set out on desk for students with ASD.

Can provide a stimulus or cue for writing tasks.

Can be used to promote critical thinking – eg: historical images of propaganda.

Students can create their own images of books they have read to show their understanding of characters and relationships.

Promotes the use of semantic encoding.

Could be used to document learning journeys - eg: photos of students work.

Can help with understanding for visual learners.

Can be used to evoke emotion.

Minus

Copyrighting issues – explicit teaching of privacy and copyrighting must be taught.

Static – may not encourage engagement as much as a video.

Interesting

Research shows that by combining a range of modes – eg: text and images – with new information aids to keep this new knowledge in the working memory and has positive effects on memory retrieval. In relation to the SAMR model, images could be used from the Substitution level as a direct tool substitute, such as images next to the board to remind students of routines and expected behaviours. Augmentation, or function improvement can be achieved by students accessing others Flickr pages, or viewing responses and images on blogs, as they see a range of opinions on these new set of resources. Modification can be achieved with the process of redesign, as students create their own images with their own interpretations and share online, or create a ‘Worlde’ image to add to their blogs. Redefinition requires teachers and students to create new tasks using images to reach vast audiences and receive feedback on the images they have created. As a visual stimulus, images should be embedded within the classroom in a variety of ways.

Audio

Plus

Podcasting can be used for students to listen and digest information at their own pace.

Can be accessed from any computer/tablet/phone at any time – convenient.

Students can create, produce and share their own podcasts.

Can be used for diagnostic, formative and summative tasks.

Students can bring in outside information – interviews etc.

Develops ICT skills.

Can connect URL, jpegs to podcast.

Easier to create and edit than a video.

Children may find speaking thoughts out loud easier than writing down ideas.

Songs/jingles/pnumonics can help students recall facts easier.

Minus

Can be boring, podcasts are limited.

Does not promote basic reading and writing skills that submitting a written document would.

Students may feel embarrassed about recording their voices, and may prefer to submit written tasks.

Interesting

Podcasts could be used as a part of ‘flipped classrooms’, whereby students access information prior to class, to then promote more in depth discussion in the classroom. Students could access at home in their own time, or as a part of their weekly homework. This also promotes student autonomy and accountability of their learning. Using podcasts effectively, according to the SAMR model would involve students creating their own podcasts, using original research and ideas during the Modification stage, and sharing them during the Redefinition stage to receive feedback and connect with professionals in specific fields.

Video

Plus

Engaging – generates student interest.

Incorporates both visual and audio aspects. 

YouTube can be used to connect with professionals and their point of views.

Interactive, flexible medium, can start, stop and work at own pace – learner autonomy is promoted.

Teacher/student can record and reflect upon learning journey.

Creating videos develops ICT skills.

Students can share work online.

Great platform for summative tasks – can include text, visual and audio.

Promotes authentic learning opportunities.

Minus

Videos on the Internet may not always be appropriate or access to YouTube could be limited or banned in classrooms.

Ethical, privacy and copyright laws must be explicitly taught prior to commencement of recording or viewing of videos.

Videos can be time consuming to make, or to find appropriate and relevant videos may take time.

Must be kept short or students will disengage.

Links may not always work, plan B is essential.

Interesting

Videos, much like podcasts, could be used in the flipped classroom approach. Research suggests that combining verbal/text and visual/spatial work together to strengthen understanding. Students are not longer stimulated by print text, and video is a great way to enhance motivation and engagement when introducing new ideas or to deepen existing knowledge. The creation of videos can not only develop essential ICT skills, but promote higher order thinking and problem solving skills as students work collaboratively to create, edit and publish their own work. Students then take on a much greater sense of ownership while learning. The focus when creating a video should however, be on the journey, rather than the end product, and self and peer reflection should be an integral and constant part of that journey.

Incorporating all of the above mentioned media into the classroom follows social and cognitive constructivist learning theories, as well as the connectivist learning theory, as there is a focus on connecting with other, and finding new information. Connectivisism also promotes the idea that learning and knowledge rest in the diversity of opinions (Barnett, McPherson & Sandieson 2013). Students are able to create, share and respond to other’s work, and in turn, build new knowledge as they undertake this process.

Comparatively, images, audio and video can all be used effectively for a range of authentic and meaningful purposes in the classroom. When implementing such media within the classroom, teachers should refer to models such as the SAMR and Bloom’s Taxonomy, to ensure that the tasks are incorporating the media effectively, meaningfully and promoting critical thinking skills.

Technology can be exceptionally helpful when used in ways that enhance our lives like no other print based media can (Shaw, 2014).

Here are some examples of sources of audio-visual materials:

Photographs:

•   Google Images http://www.google.com/imghp

•   Free Photo Reference Archive http://www.morguefile.com/archive/

•   Free photographs and graphics for education http://edupic.net/

•   Pics4Learning http://www.pics4learning.com/

•   Flickr Creative Commons http://www.flickr.com/creativecommons/

•   FreeFoto.com http://www.freefoto.com/index.jsp

•   Free Digital Photographs http://www.freedigitalphotos.net/

•   Stock.xchng http://www.sxc.hu/ (free high quality images)

•   Free Images http://www.freeimages.co.uk/

•   Free Stock Photography http://www.adigitaldreamer.com/gallery/index.php

•   Photogen http://www.photogen.com/

•   Free Range Stock http://www.freerangestock.com/

(most just require credit to owner of photograph (could include credits list at end!) – see the terms and conditions on individual sites from more details)

Video:

•   Creative Archive license Group http://www.bfi.org.uk/creativearchive/

•   YouTube www.youtube.com

Some video clips – such as those in YouTube can be downloaded using zamzar (www.zamzar.com) into a format which can then be used in video editing software.

Music / Soundtracks / Spoken Word

•   Wav Central http://www.wavcentral.com/ (Movie and TV themes)

•   Find Sounds http://www.findsounds.com/ (search engine for sounds on the internet)

•   Partners in Rhyme – Free Sound Effects http://www.partnersinrhyme.com/pir/PIRsfx.shtml

•   Free Royalty Free Music Loops http://www.partnersinrhyme.com/pir/free_music_loops.shtml

•   Free Music Archive http://freemusicarchive.org/

•   Jamendo – Free and legal music downloads http://www.jamendo.com/en/

•   Free Sound (sounds not songs) – all available under creative commons licence to share http://www.freesound.org/

•   Podsafe Audio http://www.podsafeaudio.com/

•   Sound Board – includes variety of sound clips / theme tunes – including audio of famous speeches etc. http://www.soundboard.com/

•   History Speeches Archive http://www.history.com/video.do?name=speeches

•   Poetry mp3’s http://poetry.about.com/library/weekly/aa032001a.htm

•   Free Poetry / Audio books http://www.audiobooktreasury.com/free-audio-books/poetry1.htm

Evidence of Exploration of Technology

Flickr – Personal Account

https://www.flickr.com/photos/133494197@N03/

YouTube video – My Arts Journey

https://www.youtube.com/watch?v=pbmPaDVVxow&index=6&list=UU5kBRMDmNSGDMiRSfpqGRag

Reference List

Barnett, J., McPherson, V., & Sandieson, R. M. (2013). Connected teaching and learning: The uses and implications of connectivism in an online class. Australasian Journal Of Educational Technology, 29(5), 685-698.

Shaw, L. J. (2014). Breaking with Tradition: Multimodal Literacy Learning. New England Reading Association Journal, 50(1), 19-26.

Walsh, M. (2010). Multimodal literacy: What does it mean for classroom practice?. Australian Journal Of Language & Literacy, 33(3), 211-239.