Reflective Synopsis – Nathan Searle.

“Should the Digital Native students learn the old ways, or should their Digital Immigrant educators learn the new?” (Prensky, 2001, p. 3).This is a question Prensky answers by explaining that it isn’t practical or manageable for our digital native students to go back on everything they’ve learnt and acquired. Why would we want that anyway? We live in a world full of technology, design and Information Communication Technologies (ICT’s). Educators need to be equipping students with technological skills in order to continue advancing the inventions and creations of our devices, systems and gadgets. This evident and unmistakable need is somehow misplaced in classrooms today. This results in students being enraged by the disengaging and uninteresting learning experiences that are taken place (Prensky, 2005).

Over the years, a range of digital and web tools have been created for web users of all kind and for a range of different purposes. Those educators who are reflective enough to change their teaching methods have been investigating ways to connect with students through their language (technology). They have started utilizing some of these engaging “digi-tools” and found great benefits from them. Today I am following in these teachers’ footsteps by selecting, investigating and analyzing a range of diverse computer and web-based digital tools. I will be evaluating the effectiveness of these tools for a classroom environment and using frameworks such as dimensions of learning and the productive pedagogies to compare and assess them (Marzano & Pickering, 2006; The State of Queensland, 2002).

My first digital tool is not something that is played with but rather implemented in classrooms. I believe it should be referred to as a tool as it has the ability to enhance technology learning and equip students with a range of essential life skills (Eisenberg, 2001). This is the Big 6 Framework. I was first attracted to this framework by its simplicity (see initial Big6 blog). Teachers already have a busy learning schedule so this framework is effective as it not only is easy to follow and teach; it can also be used in any key learning area (Eisenberg, 2001). The Big6 framework equips students with problem-solving skills by taking them through a process where they observe all possible solutions, eliminate the ineffective ones, and then find the best option for their activity or task (Eisenberg, 2001). Many people believe that technology literacy is being able to operate technology successfully; however, it is rather how effectively an individual uses technology as an instrument for organizing, communicating, researching and problem solving (Eisenberg, Johnson, & Berkowitz, 2010, p. 24).

After a deeper analysis of the Big6, I have found that the three most valuable characteristics of it is that it aligns with the dimensions of learning (DOL), is easy for educators to use, and helps students use web materials efficiently. The Big6 links with the DOL as they both go through a process where students first acquire and integrate knowledge (Marzano & Pickering, 2006). This happens in the Big6 when the student learns the information problem or concept. Then the second phase in the DOL is the extending and refining phase. The Big6 framework calls this the locating and accessing stages and is where students think deeper and use complex reasoning processes to eliminate the unwanted information (Marzano & Pickering, 2006). The last step in the DOL is applying knowledge meaningfully. In the Big6 the students also use the information meaningfully by engaging in it, synthesizing it and then evaluating it. As learning managers often complete this process habitually it is easy for them to incorporate the Big6 framework into their classrooms. The Big6 is meaningful and engaging and gives students skills that they will carry with them for the rest of their lives.

My second digital tool is not new to classroom learning. In fact, the PowerPoint has been the most widely used presentation program since it became a part of Microsoft Office in 1988 (WordIQ, 2010). However, its effectiveness and utility has kept it connected to classrooms up to this day. I have discovered that some people are finding more effective and engaging tools to replace PowerPoint. However, I believe that PowerPoint is a timeless instrument that can be used by students, teachers, education workers, business people etc. After researching further about PowerPoint (see my blog on PowerPoints), I learnt that the reason why people have overlooked the benefits of it is from bad experiences of ineffective and disengaging PowerPoints. I have learnt that for PowerPoints to be effective they must be purposeful and include content and pictures that are relevant to the topic or learning area (Baker, 2005).

The PowerPoint program can be used for all stages of the DOL framework. For example, PowerPoint could be used in the ‘acquire and integrate knowledge’ phase as an introduction to a topic or concept. It can have points of key information for the learners to use or even a thought-provoking visual for the students’ use in discovering and figuring out information by themselves (Marzano & Pickering, 2006, p. 56; Brady, 2006, p. 110). The ‘extend and refine’ phase links with PowerPoint as students would need to select, develop, organize, problem solve and perfect the information they would use to place on their own PowerPoint presentation. The last phase “apply knowledge meaningfully” is the part where students present their PowerPoints to an audience. This would be an effective display of their knowledge and understandings of the topic. The process of selecting knowledge or information to synthesize, evaluate and then use to create is also an example of Higher Order Thinking (Bloom, 1956). Not only is PowerPoint great for an individual student to show their learning and new knowledge; it is also an effective tool to use in group work. Collaborative learning fosters interdependence, promotes collaboration, and develops the use of language and problem solving skills among students (Brady, 2006, p. 126).

Another great digital tool that promotes collaborative learning is WIKI. After trialing and analyzing the WIKI tool; I found a whole range of benefits it could bring to the classroom (My WIKI). The problem with WIKI is that people don’t understand the purpose of it, nor do they want to take the time to work it out. However, I have discovered that those people that do take the time to look into it, despite their confusion or apprehension, actually find its benefits and become excited and optimistic about its use. The collaborative principles in WIKI promote shared construction, responsibility and trust (Luef & Cunningham, 2002). The students are sharing in a meaningful interaction with peers, teachers and the community while developing pro-activeness and essential participation skills (Brady, 2006, p. 3; Bruner, 1996, p. 84).

The beneficial learning process in WIKI is that students first have to access and gain information, whether this be from books, websites, class teaching etc. Then they will consolidate and refine the information as they transfer it onto their class or group WIKI. They will need to scan to see if the same information is already on the page and summarize the information they have into key points. Then as they begin to build on their WIKI they will start to transform the sections of information into new understandings about the key concepts. The teacher can view the WIKI at any time to see the students’ learning journey and development.

WIKI supports productive pedagogies in a range of different ways. For instance, the sharing and collaboration aspect helps build community and group identity within the classroom (The State of Queensland, 2002, p. 18). It also promotes inclusivity as students of all kinds can share their thoughts and cultural knowledge (The State of Queensland, 2002, p. 16). Wiki helps students develop higher order thinking skills as it is a process of combining, synthesizing, generalizing, explaining, hypothesizing and evaluating facts and knowledge (The State of Queensland, 2002, p. 1; Bloom, 1956). The WIKI also provides opportunities for teachers to help students develop a deep understanding or knowledge of the topic or concept (The State of Queensland, 2002, pp. 2-3). Ultimately Wiki is a great digital tool and can be used for so many different purposes (Smart Teaching, 2008). Without WIKI this kind of online collaboration, synthesis and creation of ideas could not happen.

My final tool that I have chosen to analyze further is movie makers. Now I have decided to reflect on the effectiveness of the concept rather than a specific program. So whether it is iMovie, Windows MovieMaker, PhotoStory or any other editing program I am classifying them all as the idea of movie making. This tool is invaluable to me and I have expressed the many benefits of it in my blog (see my movie making blog). The great learning characteristics are that it is connected with Bloom’s (1956) higher order thinking, especially the creating level. Students need to formulate, elaborate, modify, plan, risk-take, design, synthesize and sequence all of their ideas before they even touch a video camera or editing program (Frangenheim, 2005). Movie making is effective as it caters for all learning styles. A teacher can use it to capture the attention of the audio, visual and even kinesthetic learner.

I found that a lot of people have performed movie making and even implemented it in education contexts. I believe that the invention of a movie can be used to apply knowledge meaningfully (Marzano & Pickering, 2006). As I have also discovered it is a great link for the steps 4, 5 and 6 in the Big6 framework. Educators can also use this tool to develop Costa’s (2000) habit ‘creating, imagining and innovating.’ Movie making depends on students innovative and creative minds. In the digital world, movie making is most effective way of having students use their creative abilities and thinking skills.

As I take the time to reflect over all the digital tools I have explored, I begin to appreciate this learning journey. I have discovered tools that I will use throughout my teaching career as well as strategies to implement them in a classroom. I also now understand that for a digital tool to be effective in classrooms there must be a creative and technology literate person using it. Educators must be lifelong learners and seekers of technological literacy in order to engage their students in the curriculum (Prensky, 2005). They need to understand that these technologies have a major role in developing and delivering technological literacy (Keirl, 2007, p. 65).

Nathan-Out.

Baker, G. (2005). Multimedia: Effectiveness in the Classroom. Northern Arizona: Northern Arizona University.

Bloom, B. (1956). Taxonomy of Educational Objectives. Boston: Allyn and Bacon.

Brady, L. (2006). Collaborative. Frenchs Forest: Pearson Education Australia.

Bruner, J. (1996). The Culture of Education. London: Harvard University Press.

Costa, A., & Kallick, B. (2000). Discovering and Exploring Habits of Mind. Association for Supervision & Curriculum Development.

Eisenberg, M. (2001, November 19th). The Big6 Skills Overview. Retrieved August 25, 2010, from The Big6: http://www.big6.com/2001/11/19/a-big6%E2%84%A2-skills-overview/

Eisenberg, M., Johnson, D., & Berkowitz, B. (2010). Information, Communications, and Technology (ICT) Skills Curriculum Based on the Big6 Skills Approach to Information Problem-Solving. Library Media Connection, 24-27.

Frangenheim, E. (2005). Reflections on Classroom Thinking Strategies. London: Paul Chapman Publishing.

Keirl, S. (2007). Designs on Technological Literacy. Curriculum Perspectives, 63-65.

Luef, B., & Cunningham, W. (2002, June 27). What Is Wiki? Retrieved August 25, 2010, from WIKI: http://wiki.org/wiki.cgi?WhatIsWiki

Marzano, R. J., & Pickering, D. J. (2006). Dimensions of Learning Teacher's Manual. Victoria: Hawker Brownlow Education.

Prensky, M. (2001). Digital Natives, Digital Immigrants. MCB University Press.

Prensky, M. (2001, October). Digital Natives, Digital Immigrants. On the Horizon, Vol. 9 No. 5, pp. 1-6.

Prensky, M. (2005). "Engage me or Enrage Me" What todays learners demand. EDUCAUSE.

Prensky, M. (2005). "Engage Me or Enrage Me" What Today's Learners Demand. Washington: EDUCAUSE.

Smart Teaching. (2008, August 4). 50 Ways to Use Wikis for a More Collaborative and Interactive Classroom. Retrieved August 25, 2010, from Smart Teaching: http://www.smartteaching.org/blog/2008/08/50-ways-to-use-wikis-for-a-more-collaborative-and-interactive-classroom/

The State of Queensland. (2002). Productive Pedagogies: Classroom Reflection Manual. Brisbane: Curriculum Implementation Unit.

WordIQ. (2010). Microsoft PowerPoint - Definition. Retrieved August 25, 2010, from WordIQ: http://www.wordiq.com/definition/Microsoft_PowerPoint

Lights, Camera ACTION!

One of my all time favourite hobbies...making movies. Usually I create them for YouTube or just for friends and family to watch of trips I've been on. You can edit all of your footage together, cut down the bits that you don't want and then add effects and titles. It makes it more meaningful to you and doesn't take up as much space on your computer.
Over the years I have also created movie clips for school and university assessments. I find they are really effective in oral presentations especially. I used to create my movies on MovieMaker which is a simple and free editing program that comes on any normal pc these days. However, I have upgraded to an editing program called CyberLink PowerDirector. It costs around $50 but once you pay you have it forever... (and so do all your family and friends).  It has a lot more features and attributes than MovieMaker. However, if you just need to make an occasional basic clip from a holiday then I would say MovieMaker would suit you.

Teachers can benefit from any kind of movie making program. They could use it to display pictures or video from a class excursion/ camp and add music to give it more effect. They could get students to create their own movies… perhaps for a Claymation, ad, play, investigation etc. It would be also effective to use if students are doing a presentation of some sort – it is a good learning experience for students to watch themselves back on film to get a good idea of how they could improve their presentation skills. Many teachers also create mini movies at the end of the year to give every student in their class. It gives the students something to look back and remember all the great times they had in that class.

Nathan-Out.