Over the past weeks I have worked my way through a number of web 2.0 technologies. Some I have found to be very appropriate for the classroom context others not quite so. Before completing this course I had very little knowledge of the various technologies that are available for use in the classroom. This e.learning course has broadened my knowledge and opened my eyes to the extensive range of options available on the wide world web. I have now developed a basic knowledge of a small range of these available online tools that can enhance my classroom instruction and engage my learners with authentic learning experiences.
I have learnt about Kearsley & Shneiderman’s (1999) Engagement Theory and how it can be applied to my classroom. Kearsley & Shneiderman (1999) believe that
“engagement theory represents a new paradigm for learning and teaching in the information age which emphasizes the positive role that technology can play in human interaction and evolution”.
Due to time constraints inside and outside the classroom it makes it very unrealistic to try and use every one of the technologies that were addressed throughout the blog. Therefore after completing my research on each technology I have discovered a number of technologies that I will endeavour to continue to use in my classroom. They are -
• Google Earth - Is a program that allows users to explore planet Earth focusing on any location that they want. Using this would get students excited about exploring the world. One minute you can be exploring your local surroundings and the next minute you can be exploring the other side of the world making it an extremely useful tool for students to use to learn their surrounding environments. They can explore the streets of Paris, the many states of the USA or the coast lines of Thailand, the options are endless.
• Powerpoint – Provides a way of displaying information visually so that a group of people can easily see it. Students can create a powerpoint presentation displaying what they have learnt. Due to the large number of l options i.e. animation, video’s, audio and pictures powerpoint is a useful tool to keep students engaged.
• Picnik – Picnik is a photo editing site that allows you to chop, change and add effects to photos however it is not able to store them. Picnik could be used in the classroom for anything that requires an image, in particular if the image has defects or similar and requires editing. Such projects could include brochures, business cards, posters or reports. Students using this program will have the opportunity to demonstrate and showcase their creative ability with ICTs.
• Blogs – A blog is an online site that is created using information about whatever the creator wants containing links to other useful and interesting information. Blogs allow students to work collaboratively both in school and at home, as well as providing an effective tool for parents to follow their children’s learning. The posting of homework on to the blogs would also be a way to make teaching more efficient. Using this process, parents could monitor what is required of their child.
• Avatars – Are animated characters that enable users to express themselves on the web with a voice. They could be used to aid in instructing those who are more audio/visual learners or even as a means for those shy students who struggle with presenting information to the class.
• YouTube/Video – YouTube is a web site that allows anyone to upload or view a video of a chosen topic. It can make difficult tasks like dissecting a frog become easy just be watching a video of it. They can also make giving instruction to a large group of students faster and easier.
• VoiceThread - Is a collaborative, multimedia slide show that holds images, documents, and videos and allows people to leave comments. VoiceThread can be used as a storytelling tool, a deep thinking tool, a research tool, an expository communication tool, and even an assessment tool.
Although I have looked at a variety of other technologies the above are the ones that I found to be the most collaborative and allow for students to be meaningfully engaged in authentic learning experiences. Throughout this course I have had the opportunity to be a part of a collaborative network of online users that I could use for both support and for general discussions about each of the technologies studied. This support has meant that we could share ideas, thoughts and experiences to better our understandings along our journey.
Through completion of this assessment I have improved my knowledge and skills on a number of technologies and developed a better understanding of how I could use such technologies within a classroom environment. I look forward to continuing my exploration of the available technologies on the wide world web and furthering my understanding. I know that technology is going to continue advancing so as a future learning manger I believe it is necessary for me to keep up to date with as many technologies as possible in order to provide the best learning experiences for my students.
References
Kearsley, G. & Shneiderman, B. (1999), Engagement Theory: A framework for technology-based teaching and learning, viewed 4th September 2009, http://home.sprynet.com/~gkearsley/engage.htm
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