Week 6: Three ways to use Web 2.0 tools in teaching

Using Web 2.0 tools in the classroom is a great way to generate interest in learning among students (Roblyer & Doering, 2014, p. 260). Below are three examples of Web 2.0 tools and how they can be used in a classroom setting.

Glogster EDU is the educational version of the popular Glogster platform. Glogster is a content generator that produces interactive, online posters (Baker & Wills, 2013). Unlike a regular poster, however, Glogster allows users to incorporate more than just images and text. Audio files, videos, and links can also be added to create a more interactive poster. By signing up to Glogster EDU, teachers can manage students in classes, can set projects, and students are able to comment on each other's work.

Voicethread uses multimedia presentations to promote online collaboration. Gamage (2018) states that Voicethread enables teachers and students to "communicate and connect in a safe and interactive online environment" (p. 95). By signing up as an educator, teachers have a range of features to support moderation and tasks. Students are able to comment on images, documents and videos using text, video and audio files.

Linoit and Padlet are two websites that encourage collaboration. They both consist of simple canvases that collaborators add ideas to using virtual sticky notes. This type of technology allows multiple students to submit ideas at the same time. These sites allow for interpersonal exchanges, information collection and analysis, and problem-solving simultaneously (Roblyer & Doering, 2014, p. 261).

References

Baker, C., & Wills, T. (2013). Have You Used a Glog Yet?. Teaching Children Mathematics, 19(5), 324-327. doi: 10.5951/teacchilmath.19.5.0324

Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.

Gamage, T. (2018). Voicethread. English Australia Journal, 33(2), 95-97. Retrieved from https://search-informit-com-au.ezproxy.csu.edu.au/fullText;dn=560826559936024;res=IELHSS

Week 5: Hardware and Software choices and catering for students with special needs

As a primary school teacher, I have a strong focus on developing the skills of my students in the four main academic areas of English, Maths, Science, and HaSS (Humanities and Social Sciences). Students with special needs experience difficulties in developing and acquiring new knowledge (Fernández-López, Rodríguez-Fórtiz, Rodríguez-Almendros & Martínez-Segura, 2013). Technology has the ability to assist students with special needs to become more independent learners, providing more inclusivity for these students (Pitchford, Kamchedzera, Hubber & Chigeda, 2018). 

At my school, students from Kindergarten to Year 2 have access to iPads, and students in Years 3 to 6 have access to windows laptops (one-to-one from Year 4). Some hardware and software are outlined below:

Microsoft Office 365 has a range of learning tools to support students with special needs. Their Learning Tools features include: Immersive Reader, which recognises text from images and files; Read Aloud, which highlights words while reading them out aloud; Dictate, which writes words as they are said with correct punctuation ("Learning Tools to improve reading and writing skills", 2018). Microsoft Office 365 is free for educators and students.





Dragon Naturally Speaking is dictation software available on all platforms, that converts speech to text. It is specifically an assistive technology (Roblyer and Doering, 2014) that assists children with difficulty writing to get their ideas on paper (p. 437).

BBC Bitesize and Softschools.com are fabulous resources for educators and students alike. Both sites offer interactive games and activities that teach and/or consolidate an educational concept. Providing students with online games and activities allows all students to work at their own pace, and repeat the activities as many times as necessary to internalise the concepts (Oszdamli & Asiksoy, 2016).

References

Fernández-López, Á., Rodríguez-Fórtiz, M., Rodríguez-Almendros, M., & Martínez-Segura, M. (2013). Mobile learning technology based on iOS devices to support students with special education needs. Computers & Education, 61, 77-90. doi: 10.1016/j.compedu.2012.09.014

Learning Tools to improve reading and writing skills. (2018). Retrieved from https://support.office.com/en-us/article/learning-tools-to-improve-reading-and-writing-skills-735fc6ea-21eb-401a-9293-4a481ef7e482

Ozdamli, F. & Asiksoy, G. (2016). Flipped Classroom Approach. World Journal on Educational Technology: Current Issues, 8(2), 98-105. Retrieved from https://doaj.org/article/13660055cd544706a9806df1a0ed1f02.

Pitchford, N., Kamchedzera, E., Hubber, P., & Chigeda, A. (2018). Interactive Apps Promote Learning of Basic Mathematics in Children With Special Educational Needs and Disabilities. Frontiers In Psychology, 9. doi: 10.3389/fpsyg.2018.00262

Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.

Week 4: Constructivist Learning Theory

My school is an IB (International Baccalaureate) school accredited to teach the PYP (Primary Years Program), and undergoing accreditation to teach the MYP (Middle Years Program). The philosophies behind the IB programs sit firmly within the constructivist education learning theory. It is inquiry learning from start to finish.

Roblyer and Doering (2014) define inquiry-based learning as learning "in which learners generate their own knowledge through experiences and teachers serve only as facilitators" (p. 49). This learning style has resulted in wonderfully unique learning experiences and educational moments in my classroom. It has also resulted in much worry and stress on my part.

While I agree wholeheartedly in principle with the notions of constructivist teaching methods, I have found it does not suit all learning needs. Chapter 4 of Integrating Educational Technology into Teaching (Roblyer & Doering, 2014), was a refreshing read as it proposed a combination of directionism and constructivism. While I believe you can teach most concepts and contents using inquiry-based learning, it takes time, and time is often in short supply in today's crowded curriculum. My attempts to teach everything in the curriculum using a constructivist approach has resulted in both amazing successes and disastrous failures. I have settled on a combination of the two, which is working much better.

When it comes to drill and practice (directionism), I love to use websites like BBC Bitesize, as it contains hundreds of short games and simulations students can play as many times as they like to gain mastery. When it comes to inquiry-based learning (constructionism), one website I have used is a virtual tour of the HM Bark Endeavour when studying history.

BBC Bitesize

Endeavour Virtual Tour

References

Roblyer, M., & Doering, A. (2014). Pearson New International Edition. Integrating Educational Technology into Teaching. Harlow, England: Pearson.

Week 3: GlogsterEDU Review

As a primary school teacher using PowerPoint, I have been forced to witness some of the very worst presentations ever produced. Overuse of coloured text, a different transition between each slide, and slide content which is voluminous and cut and pasted directly from the Internet. Not to mention the obligatory 'Thanks for watching' on the last page created in any one of the numerous glitter text creators.

Unfortunately, all of these issues are sure to be repeated using any of the alternatives to PowerPoint. However, using a range of different presentation software could at least make viewing these presentations somewhat more bearable.

According to Bower (2008), "the success of educational technology implementations is dependent on the educational developer's ability to appreciate the requirements within the learning context and subsequently select and utilise technologies in a way that meets those needs".

So what are the needs in a primary classroom? As a primary teacher, my top three requirements are:

1. Easy to use,
2. Educational version (for management of students), and 
3. Cost (preferably free).

Glogster is an online poster creation website which allows users to create interactive multimedia presentations in poster format. It meets all three of the requirements listed above.

Easy to use
Glogster has a simple interface to select elements from a gallery or uploaded from the computer. It is simple to insert a range of media including text, video, and images. There are hundreds of templates to choose from within a range of subject areas. Students may also choose not to use a template.

Educational version
GlogsterEDU provides school licences and teacher accounts. This enables teachers to create classes, distribute projects, and monitor student work. The EDU account allows teachers to create and manage student passwords. Students are also able to collaborate by commenting and providing feedback on their classmates' Glogs.

Cost
While not free, Glogster EDU is not expensive. Primary teachers can access a full education account for US$39 per year for 30 students. The Secondary option is US$95 per year for 125 students. Should teachers only want to use the software temporarily, there is a monthly option of US$5 for 40 students.

Two benefits of Glogster over PowerPoint are:

• Glogster does not allow for large amounts of text. Therefore, students are unable to copy and paste swathes of information from the Internet. They are forced to summarise their research in order to make it fit.
• Glogster is one page only, so it does not have the range of slide transitions available in PowerPoint. This saves students spending unnecessary time on the presentation, rather than the content.

There have been a number of studies into the effectiveness of Glogster as a learning tool. Awada (2015), concluded that "the Glogstertool may enhance students motivation and interest in project presentations as well as increase their oral proficiency".

Having used Glogster over the last few years, I have found it to be highly engaging for students. It is not uncommon for students to continue to create more Glogs in their own time, on topics of interest. The Glog below was created by a Year 3 student.

References

Awada, Ghada. (2015). Effect of using the Glogster Technological Model on Enhancing the Perceptions and Speaking Proficiency of Communication Skills Students. International Journal of Global Education, 4(1) Retrieved from https://www.researchgate.net/publication/276358249_EFFECT_OF_USING_THE_GLOGSTER_TECHNOLOGICAL_MODEL_ON_ENHANCING_THE_PERCEPTIONS_AND_SPEAKING_PROFICIENCY_OF_COMMUNICATION_SKILLS_STUDENTS

Bower, M. (2008). Affordance analysis - matching learning tasks with learning technologies. Educational Media International, 45(1) 3-15.