Journal Review (Lisa)

Pockets of Potential

This paper, titled “Pockets of Potential”, discusses the expanding use of mobile technologies to promote children’s learning.The pocket concept is depicted in the mobile phone’s compactness, accessibility, transportability and comparatively low cost to its computer-based counterparts.Its potential is characterised by the versatility of educational uses for student engagement, instruction, application, presentation and collaboration.

For student involvement and achievement to match the advancements that a developing world offers, education needs to be constantly reinventing itself.One such way is to put mobile technologies such as cell phones, iPod devices and portable gaming platforms into the pockets of children worldwide.

In Shuler’s report an inventory of more than 25 handheld learning projects from both US and non US countries is compiled. The proponents of mobile learning are interviewed to make a strong case for strategic investment in mobile learning.The examples present a diverse range of devices and uses for mobile learning, but currently the educational approach is fragmented.There is a need for a more universal acceptance of this developing initiative in schools.

Shuler’s study highlights five key opportunities in mobile learning.The first opportunity enables the encouragement of ‘anywhere, anytime’ learning.This is because mobile devices allow students to gather, access and process information from outside the classroom.Students can make connections between in and out of school and do so on demand and in their own time.Mobile devices also allow children the opportunity to maintain access to peer groups when not in direct physical contact (Pearson, 2007).

Another opportunity in mobile learning is that it can be accessed by children from all socioeconomic strands because of the low cost and high availability of handheld devices.Cellular networks are cheaper to provide to more remote and underdeveloped locations than the communication infrastructure needed for computer networks.

The third opportunity is that mobile learning assists in improving 21^st century social interactions.The image of one child focused on a small screen does not conjure up thoughts of interaction.On the contrary, the gap between virtual and physical collaboration is closed by the proper use of mobile technologies.This is particularly evident in the use of multi-player games, augmented reality games and participatory simulations.Children can communicate through conversation, texting, email and social networking applications with both peers and teachers (Shuler, 2009).

Mobile learning devices are well-matched to a child’s varied learning environments, both in and out of the classroom.Most children already have a sound working relationship with mobile devices and because of their portability they can easily be brought into the classroom.Finally, mobile learning provides multiple opportunities for differentiated instruction and individualised learning.

Shuler, 2009, acknowledges that along with the potential that mobile learning devices offer, there are also difficult social, technological and resource concerns.This study identifies five key challenges in mobile learning.

The first challenge is the negative attitude of educators and parents towards to mobile learning.Serious concerns about how difficult it may be to monitor inappropriate content or to control “cyber bullying” have been expressed.Other concerns include the likelihood that these devices can cause distraction and other harmful behaviours, a growing acceptance of texting language and data privacy issues.

The second challenge is that the general public are not yet convinced of the potential of mobile devices as an educational tool.Many are just embracing the educational potential of the digital media forms of internet, computer programs and CD ROMs.Similarly, they have never been introduced to a learning theory that purports mobile devices as a potential learning and teaching tool.

Other negative aspects of mobile learning are that current mobile technologies are not standardised in their capabilities, nor are they all designed in a manner that best suits a young learner.Physical aspects such as restricted text entry, small screen size and limited battery life may prevent an optimal learning experience.

The paper also outlines several innovations in the mobile market that continue to reduce the size and price of mobile phones whilst simultaneously increasing their power and functionality.This market update suggests that mobile phones could have an even greater impact on children’s learning in the future.

Shuler’s paper presents five goals for mobile learning.The first goal is to learn, which establishes mobile learning as a unique element of education reform (Shuler, 2009).The concept of ‘mobile kids’ who are very rarely offline needs to be understood and new educational theories and models developed to match their particular needs.Such theories and models should not just be “mobile versions” of established approaches.Mobile technologies offer unique learning opportunities and should employ their own unique designs.

The second element is to develop, which further emphasises the uniqueness of mobile learning.This goal stresses the need for industry to discern what is special about mobile devices, counter the disadvantages, keep abreast of rapidly evolving hardware and create development tools that best suit educators.These developmental goals would serve to encourage greater educational use of mobile learning devices.

The third goal is to promote the potential of mobile devices for learning. Promotion can be achieved by engaging the public to view these devices as more than a means of communication and entertainment (Shuler, 2009).The public needs to be made aware of the positive potential of mobile phones and be enlightened with well-evidenced and regulated information about mobile learning.

The fourth goal of preparing teachers and learners to incorporate mobile technologies is a priority.Often the greater contribution when incorporating technology into education is the purchasing of the technology, rather than training teachers and learners how to use it.Shuler 2009 writes that teachers cannot teach with devices they do not understand.They need to be provided with methodologies for ways to incorporate mobile technologies into the curriculum.

The final goal for mobile learning is to stimulate.This can be achieved by placing a national priority on examining how mobile technologies can advance children’s learning.

Shuler’s paper provides a detailed account of the key opportunities for mobile learning and extensively outlines the key challenges.It is difficult for many who may lack knowledge or experience of mobile learning technology to appreciate the educational potential that such technology offers.However, Shuler presents mobile technologies as “pockets of educational potential” which is supported by market trends, industry’s mobile innovations and social and cultural norm changes.

References

Pearson, C. (2010). Mobile learning in education – what to consider.Retrieved September 15, 2011, from http://learningdigitally.org/blog/archives/377

Shuler, C. (2009). Pockets of Potential:Using Mobile Technologies to Promote Children’s Learning.New York:The Joan Ganz Cooney Center at Sesame Workshop

Online Resource Review (Lisa)


http://www.slidetolearn.info/

S2L - Slide to learn is a website designed by educators for educators based on Ipads, Ipods, Iphone and education. The website was created and managed by 6 team members who among them have a wealth of knowledge and world wide experience.At present there are 726 members who use the facilities to enhance their teaching. The team offers Learning and Events under an ethos which is down to earth and relevant to schools.

As we are aware Apple’s mobile devices are able to be used in the classroom in plethora of ways (often described as the ‘Swiss Army knife’ of mobile technologies).The iPad, iPod and iPhone all have a variety of features that are easily accessible, add to that Apple has hundreds of thousands of applications available which are constantly being updated. All of which making them very useful educational tools for teaching.

Recognising the importance of these devises to education the site itself offers a number of features which are very practical. These features include videos, resources and links, forum, blogs and calendars of events. Allowing educators to discuss and help each other with their integration of these devices into their classrooms.

One feature I wish to highlight (which would have been very useful at the beginning of our ipod and ipad journey) is the Beginners guide.The guide itself is broken up into 5 sections:

a.Ask yourself
b.Basics
c.Challenges
d.Differentiation
e.Eppendix


Ask Yourself section deals with the question ‘What is your learning vision and how mobile learning will enhance it?’As educators we know intuitively that the mobile platform has enornous potential, however we need to clarify our learning vision inorder to ensure the correct mobile devices is resourced. The guide offers reasons, questionsandexamlpes to help this process.

Basics section gives a quick summary of hardware, software and operating tips.It outlines the basics of all three platforms, including the new IOS5 and icloud, and offers links to other information.

Challenge section offers advice on how these devices be effectively rolled out in schools (being a TL this is invaluable).They explain the rollout procedure under 5 steps:

1.Pre-planning
2.Peer trainers
3.Play/ informal learning
4.Planned/ formal learning
5.Personalised and differentiated learning

For me personally I would have like to see the concept of management addressed in this section.I realise that every schools situation is personalised but some basic tip and suggestions would be extremely beneficial.

Differentiation addresses how the full potential of the chosen platform is in personalised learning.Offering suggestions and ways to personalise the individuals learning, self-directed.

Eppendix section gives links to all the companion resources and networks you will need (one stop shopping).The guide was only every intended a shot starting point for information; however by offering this section it allows the educators to find more information with ease.

As Educators must work to ensure that every young person has access to tools, skills and experiences needed to participate, as well as giving students the cultural competencies and social skills they need in their future roles as 21st century people. Apple devices allow for connectivity, seamless collaboration, simultaneous engagement and an authentic audience.This site was designed to help achieve these goals.

Bloom’s Taxonomy for iPads (Lisa)

Whilst searching the internet I came across the following information. It’s an interesting graphic that actually places example iPad applications into Bloom’s levels of performance in the cognitive domain. Focussed around students, and not really workplace learning, but interesting nonetheless. Check it out.

New Article Review (Lisa)

Why iPads ? - iPADs apps for Learning

http://www.ipadsforeducation.vic.edu.au/why-ipad

Educause, a Learning Initiative, presents a persuasive argument for the value of iPAD apps in this article (Feb 2011). Its powerful conclusion sums up how “these applications that live in the spaces where education and entertainment overlap can capture the imagination, enticing students to learn on their own”. Imagine a teaching resource with such innovative and inspiring educational potential.

It describes how Apple’s iPAD tablet is a cross between the smartphone and the laptop. The iPAD offers more interactive visual content than a cellphone screen. It utilises navigation with taps, finger swipes and pinch zoom currently not available on a laptop or desktop. It is presented as a feasible and functional learning tool.

The article further describes how the iPAD is designed to offer a crisp visual display and built in wireless connectivity to facilitate easy download of hundreds of thousands of applications. The apps offer a large information consumption and interaction and exploration with a touchscreen interface, web access and large tablet display size. Educational app examples include a flashcard app like Cram, a graphing calculator, vocabulary word games like Word Warp and polling apps like eClicker.

The article discusses the iPAD’s potential to replace printed textbooks and other course material. As an e-reader it allows for searching, bookmarking, tagging and sharing of content which could turn textbooks from a static resource into a learning hub. The evolution of the iPAD is matched by the development of more applications with tools and updates that extend the potential of the iPAD for learning in different educational settings.

Educause does acknowledge that there are downsides to the educational use of iPADs and its applications. These include the fact that their hardware can be expensive and that the number and range of available apps are limited by the exclusive distribution through the iTunes store. Moreover if a whole class was running apps on their iPADs the wireless infrastructure would be tested.

However, with greater knowledge of iPADs and the prospect of more useful applications, education could be the winner. Accompanying the article is a scenario that illustrates how surprisingly effective the introduction of an iPAD and its relative app can be for education.

Transformations and Innovative Pedogogies (Lisa)

It is obvious in today’s society that digital technologies have fundamentally changed and continue to change the world in which we live. Students today live in a world where communication and information is instant and participation in information gathering and forming is obligatory (Oblinger, 2008). The generation of students who we teach are described by some as ‘digital natives’ (Prenskey, 2001: Whitby, 2004) and have never known life without access to mobile media and internet. Being both an educator and mother of two ‘digital natives’, I have witnessed how these new types of mobile media technology which are available to learners, both inside and outside the classroom have changed the way in which they acquire, use and produce information.

To reflect on how mobile media has influenced and transformed my teaching practices and pedagogy, I need to address two main areas:
• My role as an educator
• My role as a teacher librarian


My role as an Educator

Teaching as a profession is dynamic therefore as an educator it is essential for me to constantly review my teaching practices to ensure the best outcome for both my students and myself as a professional. As Douch (2009: 34) states the role of teaching is changing, shifting towards influencing the learning behaviours of the students, not controlling information. Transforming my curriculum practice to include mobile media is essential, as I need to ensure that I provide opportunities for students to become discerning users of this technology. In turn they will have the opportunity to develop effective information literacy skills. They will then be able to use these skills to effectively and proficiently interact with knowledge in a variety of contexts and geographical locations.

As pedagogical approaches and teaching tools ‘catch up’ with the technology available, I too must evolve. Evaluation and renewal is a central facet of teaching and learning. I must therefore reflect upon my own confidence in using mobile media and the influence this has had on my ability to effectively integrate them into my teaching practice. My beginning attempts to integrate these tools into lessons were at the time thought to be successful. However, in hind sight I used them more as an ‘add on’ or fact finding tool to a traditional lesson. Since then, (as a result of many Uni assignments) I have been able to integrate mobile media and web tools into my teaching units successfully, so that it enhanced the learning in an environment that was stimulating and creative for the students. One such example was last term’s unit where the Year 6 and 7 students created book trailers on the CBC books through Prezi, Animoto and Movie Maker using the laptops, iPads and iPods. These were then displayed during our book week and as daily infomercials on the Library TV and IWB during lunchtimes.

At the foundation of my transformation are the students I teach. Therefore, I must consider and understand their needs in a world where they are ‘always on’ in continuous state of media experiences. I know my own two ‘digital natives’ do not go anywhere without their phones and iPods (I have to admit I too feel lost and naked without my phone). The participatory nature of the students offers great potential for both individual and collaborative learning. Therefore when planning I need to consider the social and collaborative nature of knowledge acquisition and production today. Students do not interact with knowledge in isolation. They need to use a variety of mobile media tools in order to circulate information in a variety of formats to a wide audience. Students need to be provided with opportunities to negotiate and collaborate with peers on tasks. As Cobcrofft , Towers, Smith and Burns (2006) point out, learners engaging collaboratively through the use of mobile devices leads to building distributed networks of diverse participants, which important for today’s 21st century learner.

I need also to continue develop an understanding of the role that mobile media tools play in the day to day lives of the students. The learning environment I create has always been based on student centred pedagogy and therefore mobile technology plays and integral role. As Schuler (2009) highlights, mobile media assist in bridging the gap between home and school environments. Introduction of technology, however, is not just a matter of providing the latest and greatest tools for student to use; it must be authentic and meaningful for students. Consideration of what it is that I want the students to learn, and in what context comes first and then look at which tools I believe will best assist students in achieving these goals.

Little encouragement is needed for students to embrace any form of new technology; they pick it and run with it. As shown by our Preps teaching their teachers how to use the iPods during literacy groups. I foresee the biggest challenge for my learning environment is to use mobile technologies to transform learning seamlessly into daily life, to the point where it’s not seen as ‘learning’- the ultimate goal. For some of my colleagues the concept of student coming to school with nothing but the mobile device may be seen as a futuristic idea. After reading and researching (thanks to this unit) it may be closer than we think. My son’s school are in the process of a 1:1 roll out of iPad 2’s, with this very idea as one of its motivators (something I am watching with great anticipation).

My role as a Teacher Librarian

As an educator I am aware that I need to be proactive in acquiring relevant technological skills - keep up or be truly left behind. As a teacher librarian the acquisitions of these new skills are only half the job I must also be proactive in sharing this knowledge with teaching colleagues. Having participated in my school’s ICT journey from the beginning (that being ICT becoming a major focus 2 years ago), the development has been quite remarkable. As always when there is any form of change we had a number of teachers who needed encouragement to move away from their traditional teaching practices and become more flexible and innovative. Their biggest challenges came in terms of time management, productivity and their lack of knowledge and experience. I am pleased to say that we as whole staff have moved beyond this and are well along the continuum to complete integration and success.

Many factors have attributed to this growth, with time, professional development and resource allocation (money) beginning the key attributors. In my shared role as teacher librarian it was important to support school staff in effectively planning and implementing curriculum in which mobile media technologies are truly integrated. We found the more teachers who use technology; the more they recognize and value the positive effect it has on student learning and engagement. We have now reached a point where we open our weekly staff meeting with a ‘show and share’ session by any member of staff who has found something new and exciting or has a success story to share (extremely beneficial).
I see my role as teacher librarian as having an ‘overall big picture’ of mobile media within in the school. With this comes not only the acquisition of the resources themselves but the management of the devices. It is important that I actively promote authenticity and equability within my school community. I need to ensure that teaching staff have equitable access to these tools in order that they have opportunities to explore and learn about potential benefits of using such tools to enhance their own curriculum practice (especially for those who have a tendency to shy away from change).

As educators we are entrusted with guiding our student’s futures, therefore, we must be at the forefront of changing the culture of learning. We need to inspire and empower our students to be confident and competent uses of technology, so that they can participate effectively and ethically in the participatory culture in which they live. With this as my aim, I am working towards transforming my own teaching practice using the new knowledge and understandings I have gained through my study this semester.


References
Cobcroft, S, Towers, S, Smith, J,& Burns, A. (2006). Mobile learning in review: Opportunities and challenges for learners, teachers and institutions. In Proceedings Online Learning and Teaching (OLT) Conference 2006. Brisbane, Australia: Queensland University of Technology.

Douch, A. (2009). Redefining classroom . Teacher Learning Network 13 retrieved as at 30th September 2011, A+ Education database.

Oblinger, D. (2008). Growing up with Google: What it means to Education. Emerging Technologies for Learning

Prensky, M. (2006) Adopt and adapt: 21st century schools needs 12st century technology. Teacher Learning Network 13 retrieved as at 30th September 2011, A+ Education database

Another Cool Tool

Word Clould Resources (Lisa)

Being a fan of Wordle I was very excited to come across this post outlining other world cloud sites.i

Each tool provides a unique way that can be used in the classroom to facilitate the creation and study of word clouds. I especially was impressed with a few tools that actually helped students analyze a group of text using more than just the generated cloud.

Wordle – (http://www.wordle.net) The king of word cloud generators generating awesome results with full editing capabilities. Check out the advanced tools for even more capabilities. Want to put words together so they stay together in the cloud, then just put a (~) in between – Example (Fort~Wayne). To have students avoid forums and galleries that may not be appropriate be sure to link them using the address (http://www.wordle.net/create). No log-in or email are required. Program allows printing, in order to save right click on Wordle picture and save as a jpeg andor make a screen print.

ABC Ya - (http://www.abcya.com/word_clouds.htm) This application may be the most Wordle like and, in fact, operates much like Wordle. It creates final results that allow for font change, color change, and a randomized layout. It does not seem to provide the function on word frequency, important to older users. Save options are in jpeg format and there are print options. If you are used to Wordle this application may be an good alternative. It does not require email or log in.

Tagul - (http://tagul.com/) – Tagul has some features that Wordle doesn’t, like custom shapes selection and multiple fonts usage in one cloud. It also allows for the use of tagged words that can act as pointers to URL’s if embedded in a web page. It abounds in options but registration may limit classroom use. Requires a log in with email.

Word It Out (http://worditout.com/) – Much like Wordle, it creates word clouds out of any text that you paste into the text box. This application allows the word cloud to be customized by size, font, and color scheme. Word It Out also allows the user to ignore certain words and thus keeps them out of the word cloud. Can be used without a login, although the saving option requires an email. Can work around this option by right clicking to save as jpeg and/or screen print.

Tag Crowd (http://tagcrowd.com/) – While it does not give the colour, unique style, or layout variation of of Wordle, it does allow one to see frequency of words. It also allows a file to be uploaded or a URL address to be used. The word cloud creations can be saved as a PDF files or printed from a full screen print menu. No login or email is required and free use of the product is for nonprofit use listed under creative commons.

Wordsift - (http://www.wordsift.com/) – This hidden gem from Stanford University doe not give the pretty effects of Wordle, but does give several awesome features that allow students to really analyze a word cloud. One unique feature allows words to be listed by how common or rare they are. Also allows for words to be listed in alphabetical order. Wordsift allows the user to click on words to view in an online visual thesaurus with dictionary, google images, and word sentence placement. It even allows the user to view words by subject area and cross curricular areas by unique color coding and definitions that relate to specific disciplines. Watch this video lesson on using Wordsift with students on a lesson about Dr. Martin Luther King Junior. What a great way to analyze a speech! It even covers assessment of students using Wordsift. No login or email required. Any printing or saving would need to rely on a screen print.

Make Word Mosiac – (http://www.imagechef.com/ic/word_mosaic/) – A creative tool put out by Image Chef. This is one tool in their suite of tools to be used for people who like to create. It allows for different shapes, colors, and fonts. It makes a real cool word cloud but may have limited use in the classroom. Items can be emailed and embedded in different social network forums. By pressing the more button you can save a jpeg. Larger images with higher resolutions are available for a price. Login or email does not appear to be required. Be sure to read terms of use of any usage outside of personal.

VocabGrabber – ( http://www.visualthesaurus.com/vocabgrabber/) – Another creative tool that allows students to analyze a group of words. While it lacks the flashy pictures and clouds that Wordle can create, it has substance in creating lessons that can be used to really understand a word passage. VocabGrabber analyzes text and generates lists of the most useful vocabulary words then displays how those words are used in context. Copy text from a document and paste it into the box, and click Grab Vocabulary! VocabGrabber will automatically create a list of vocabulary from the text, which can be sorted, filtered, and saved. Click on any word in the cloud and a snapshot of the Visual Thesaurus map appears along with definitions for that word, and examples of the word in the text.

TagCloudGenerator – (http://www.tag-cloud.de/) – This is a service that does not allow pasting in of text, but instead goes to a website that is entered by the user. The effects are impressive since the results are a moving flash file that can be downloaded. It also provides an HTML tag cloud. It even provides a service for WordPress Blogs.

Have not yet tried them all but am slowly working my way through - Lisa

Brisbane Rolls out More Free Wi-Fi Sites (Karen F)

By Sarah Vogler, Courier Mail October 23 2011

http://www.couriermail.com.au/news/technology/brisbane-rolls-out-more-free-wi-fi-sites/story-e6frep1o-1226174238439

The article is about free wireless internet access that will be available in another 20 sites across Brisbane by mid next year. It states that there are already sites in use but the new ones will be rolled out to be completed by June next year.

One of the concerns that I have had with Education Queensland’s take home, 1-to-1 policy is to do with equity. Not all students have connectivity or that they are allowed to use for school work. Many of the students at my school do not have even have a computer at home, so if we gave them a mobile device to take home would they be able to use them effectively? At present we cannot expect students to complete homework on a computer as not all students have one and due to equity we have to provide alternative tasks if necessary or provide time in school to complete on line tasks.

The article said that this program started in November last year, yet reading this article is the first time I have heard of it. I think it is a great thing for people to have access to. I have hopes that those students who do not have Wi-Fi access at home will be able to access connectivity through this program. If Wi-Fi access is available in 34 council libraries then students will be able to access these to complete homework and assignments. There are also parks in the program so students don’t have to go to a library.

At present our school is trialling iPads with several key teachers to see if they would be suitable for class use and also for take home use. One of my concerns has been the cost and availability of Wi-Fi I would feel better about providing iPads to students on a take home basis if all students can access connectivity to use them. I realise that students cannot attend libraries and parks on a daily basis to access connectivity but it is a starting point. There is a link in the article for more advice on the location in Brisbane and I am going to inform my students of this information.