I could defiantly see the possibilities of using most of these tools in the classroom and the effective ways that students of any age can become engaged. I found that the Engagement Theory wr
itten by Greg Kearsley and Ben Schneiderman (1998), related back to this assessment in many ways. This assessment provided me with an authentic focus as I could see myself implementing these tools in a classroom setting which defiantly provided me with a higher level of satisfaction as I could see where this assessment could help in the future. Also the activities involved in posting these blogs included creating, problem-solving, reasoning, decision-making and evaluation which is the basic principle of the engagement theory. I do find that the engagement theory is an effective one and I found myself engaged right from the start of this course.The thought of engaging with so many different delivery technologies before actually beginning this assessment was a bit daunting. Being what is considered as a ‘digital native’ (Prensky, 2001) I didn’t have to much trouble but the odd hiccup every now and then came along. I could defiantly see myself implementing these delivery technologies in the classroom as they are engaging for any type of student.
I was engaged with most delivery tools, but the stand out ones I found were Google Earth, YouTube/Teacher Tube, Animations and Simulations, PowerPoint and Voki’s.
Google Earth is such an incredible tool and has so many possibilities. Back when I was in primary school there was nothing like that available at all but imagine what teachers could have taught us with this amazing delivery technology.
Both YouTube and Teacher Tube can offer so much from one single site. There is a video for basically anything that you need and if you look around there is bound to be a video that is engaging for everyone. Students can make their own videos, take notes from videos, make a collection of their favourite videos, the possibilities are endless.
Animations and Simulations are a great tool for students of any age. I’m finished school and I had so much fun with dissecting that frog! I told my friends as well and they even went on and had a go. These tools provide an option for students who don’t have the opportunity to go through with the real thing or even just as a preparation before undergoing the real dissection. Students could even make their own animations to share with the class or even post on the web.
PowerPoint is a never fail tool of delivering information. It has been used in pretty much every class I’ve ever had but continues to be an effective way of delivering information. It delivers pictures, information, videos and the sound effects and slide transitions are always a great way to keep students entertained.
I had never heard of anything like a Voki before this course, and what fun they are. They would defiantly be a great tool for engaging younger students as the funny voices and characters would be engaging right from the start. Students can create their own Voki’s to share information with classmates and teachers can use Voki’s to encourage and begin practicing note taking abilities. Voki’s can even be helpful with learning a different language as the language tool has become and option.
Throughout this course I have noticed that many of the delivery technologies can be linked in and enhanced with other delivery technologies. PowerPoint’s can be created by students and uploaded to SlideShare. Students can create animations and upload them to YouTube. Photos can be shared via Flickr and can then be edited through Picnik. Using these tools together could only engage students on a higher level and as learning managers isn’t that what we want?
Marc Prensky (2005) states that ‘students don’t have short attentions spans for their games, mov
ies music or internet surfing. More and more they just don’t tolerate the old ways – and they are enraged we are not doing better by them.’ As learning managers we need to create new ways of educating students using the ways they feel comfortable and engaged. By using these delivery technologies, students will be engaged on higher levels and will in turn have increased motivation to learn providing the students of today with the education they need.References;
Kearsley, G & Shneiderman, B. (1999) ‘Engagement Theory: A framework for technology-based teaching and learning’ Retrieved 14 July, 2009 fromhttp://home.sprynet.com/~gkearsley/engage.htm
Prensky. M (2006) ‘Engage or Enrage me’ Educause Review, October, 2006. Retrieved 14 July, 2009
http://net.educause.edu/ir/library/pdf/erm0553.pdf
Prensky, M (2001) ‘Digital Natives, Digital Immigrants’, On The Horizon, vol. 9, no. 5, pp. 1-6. Retrieved 14 July, 2009 http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Links to comments posted on classmates blogs –
http://teresaelearningblogger.blogspot.com/2009/08/google-earth.html#comments
http://tashmccarthy.blogspot.com/2009/07/podcasting.html#comments
http://tashmccarthy.blogspot.com/2009/07/interactive-whiteboard.html#comments
http://bronteprofessionalblog.blogspot.com/2009/07/avatar.html#comments
http://iesha90.blogspot.com/2009/08/blogs.html#comments
http://kristenpinno.blogspot.com/2009/08/podcasting.html#comments
I have enjoyed reading your Blog Grace,it's good to hear your ideas being a digital native yourself. I remember going to a computer class in grade 12, it had the square floppy discs and we only did basic word processing. Kids today have high expectations regarding their computer technology throughout their education and why shouldn't they. They begin school with computer skills which far out weigh their digital immigrant teacher's knowledge. Future learning managers and experieced traditional teachers have to put in the time to alter their instructional pedagogy to integrate elearning in their class room to engage students in learner centred activites that are real world.
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