Wednesday, August 19

Reflective Synopsis

Looking at all the delivery technologies through this assignment was defiantly engaging for me. Most of these technologies were things that I wanted to get around and do but just never had the time.
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 written 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, movies 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.


Kearsley, G & Shneiderman, B. (1999) ‘Engagement Theory: A framework for technology-based teaching and learning’ Retrieved 14 July, 2009 from

Prensky. M (2006) ‘Engage or Enrage me’ Educause Review, October, 2006. Retrieved 14 July, 2009

Prensky, M (2001) ‘Digital Natives, Digital Immigrants’, On The Horizon, vol. 9, no. 5, pp. 1-6. Retrieved 14 July, 2009,%20Digital%20Immigrants%20-%20Part1.pdf

Links to comments posted on classmates blogs –

Static Website's!

Whilst in high school, I did information technology as a subject. In grade 10 we had to use Dream Weaver (I think that’s what it was called) to create a website for a company that we designed ourselves.
The different layers and codes were very confusing and I had a lot of difficulty creating a webpage. Fortunately the assignment was in teams and I was paired with a dream weaver savvy partner so I did end up learning a bit.

The technology of these programs is difficult to comprehend and the need for younger students to create WebPages just isn’t there. Older students in high school or University could use this program to create pages for each subject or class and put pictures and videos on there, kind of a like simpler version of Mahara.

If students are put together to work in teams for creating a webpage, Greg Kearsley and Ben Schneiderman (1998) say that when students work in teams, collaboration increases motivation of students to learn. Students can use Dream Weaver to make their own pages about themselves or about their class and teachers can even use one for showing students information for their coursework.

Personally, I think a blog or an e.portfolio would be a better way for students to learn this same kind of technology as Dream Weaver is just a bit difficult (for me anyway) to understand.


  • Always accesible
  • Students who are more creative might enjoy this program
  • The end result is satisfying


  • Difficult to use and understand
  • Programs are relativly expensive
  • A lot of explaining would be required


  • Class webpages
  • Students can create their own pages, individually or in groups

Grace xx

Learning Management Systems!

Learning Management Systems have been involved for me with both school and University use. Learning Management Systems allow students to check and send emails, view assignments for each subject and view news updates within their organisation. Learning Management Systems provide students with a way to access their assignments outside of school and having the option to view tasks online is also better for the environment with less printing of paper.

Learning Management Systems can have access to library pages and catalogues and teachers can add important links of where students can find information. Teachers or lectures could use Learning Management Systems to place subject materials where students can if they were sick and unable to attend a class. Students can also use these links to go ahead with coursework if they feel confident to do so.

Students can also use these systems to access discussion boards to communicate with staff and fellow classmates if they are encountering any problems. This is a great collaboration tool, Greg Kearsley and Ben Schneiderman (1998) say that this collaborative learning tool is a technique that can be applied to any domain.

  • Constantly accessible
  • Communication tool
  • Way for students to show others what they are learning
  • Password protected
  • Not everyone has Internet access
  • Classes can have private Learning Management Systems
  • E-mailing
  • Online yearbooks/publications
Grace xx

Interactive Whiteboards!

I had heard of interactive whiteboards being used in classrooms before but I have never had the experience of using one myself. I think there is only one school in Mackay that has access to an interactive whiteboard.

From what I have seen in videos and read, the interactive whiteboard does seem like a very interactive tool that students have enjoyed being involved in.

The features of the interactive whiteboard are nothing like I have ever seen before. The computer understands what is being drawn and can produce simulations for what is going to happen. Things can be edited after being drawn and moved after students have seen the final results.

This tool could be used when teaching students about gravity, movement or even flight and the interactive features allow students to try these out for themselves and actually see what happens.

Greg Kearsley and Ben Shneiderman (1998) say that the virtual classroom environment results in better mastery of course materials, greater student satisfaction and a higher level of student reported learning than traditional classroom experiences.

  • Interactive and engaging
  • Big enough for all students to see
  • A different way for students to learn
  • Students can learn more with hands on learning


  • If a class is too big not all students can have a go
  • Expensive


  • Maths
  • Gravity
  • Movement
  • Flight
  • Space

Grace xx