Monday, 15 October 2012
Sunday, 14 October 2012
Tuesday, 21 August 2012
Thursday, 12 April 2012
Reflective Synopsis - Analysis of Digital Technologies
Information and communications
technology (ICT) refers to any digital device. E‑learning refers to the use of
instructional strategies enhanced by technology to improve teaching and learning (Waterhouse, 2003, p. 3).
E-learning can transform learning by supporting and enhancing learning
content, process and context. E-learning is transformative in terms of its ability
to simultaneously achieve seemingly contradictory objectives - freedom and
control, independence and collaboration, openness and cohesion and the
integration of personal and public aspects of learning (Garrison &
Anderson, 2003, p. 3).
Despite this, I tend to agree with the
suggestion by Garrison and Anderson (2003, p. 1) that we are yet to fully
experience the transformative effects of ICTs. Too often, ICTs are integrated
into traditional pedagogy, with a narrow focus on the ‘information’ or
mechanisms of communicating information, rather than about the powerful
opportunities they offer. ICT is most effective when it is integral to
learning, that is, when learning is facilitated through the implementation of sound
digital pedagogies in ways that are not possible without ICT (Fasso, 2012). Mishra
and Koehler (2006) articulate this through the conceptual technological pedagogical concept knowledge framework.
E-learning does much more than
engage ‘digital natives’ (Prensky, 2001; 2005). It enhances teaching and
learning, connects teaching content to the real world, provides multi-modal
resources and connects students to each other and a community of inquiry. ICT
knowledge, understanding and ways of working are articulated in the Queensland Curriculum,
Assessment and Reporting Framework and the Australian Curriculum.
By emphasising the role of social interaction in cognitive
development, encouraging real-world simulations and providing immediate access
to knowledge resources, e-learning draws on constructivist learning theory
(Vygotsky, 1978; Mergel, 1998; Lein, n.d.). E-learning is also connectivist
in nature, as learning arises from the connection of information sources
(Siemens, 2004).
I have explored a range of ICTs to
familiarise myself with their technical affordances, understand their
applications and assess their potential to transform learning. This reflective
synopsis summarises these explorations and considers number of digital
technologies in detail, including wikis, blogs, images, Glogster and Google
Earth.
Scaffolded Wiki Activity
The mobile phones wiki activity required learners to
respond to the topic using de Bono’s ‘Six Thinking Hats’ (Kurwongbah State
School, undated).
Constructivist theory is underpinned by the notion that
learners construct meaning based on their perceptions of social encounters and
experiences. The design of the wiki activity was constructivist in that it
aimed to stimulate social interaction and encourage learners to actively share
their personal interpretations of the topic. The experience of negotiating
these interpretations resulted in the construction of knowledge.
Typical of constructivist learning
design which is generally more facilitative than prescriptive (Mergel, 1998), the
role of the teacher was to provide initial scaffolding. The scaffolding
provided the context for the wiki activity and supported the way learners
thought about the topic. For example, by providing information about the six thinking
hats routine, the teacher ‘set the scene’ for the wiki by making learners aware
that they should use different thinking modes to come up with a range of
perspectives. By introducing wikis and providing instructions on how to edit
the table displayed in the wiki, the scaffolding facilitated the collection of
the perspectives offered by the learners. As a result, the responses added to
the wiki were relevant, reasonable and varied.
Participating in this scaffolded activity was valuable,
as I was able to put myself in the shoes of my own learners. The wiki made the
activity ‘fun’ and reminded me that we were talking about a real issue with
real implications. As I was participating, I was conscious of the fact that the
six thinking hats routine encouraged me to consider wider perspectives than I
typically would. I was aware that the collaborative nature of the wiki took
this one step further by adding the input of my peers.
The wiki activity allowed me to reflect
on the topic individually, which is usually the way I prefer to learn. However,
I was also able to more fully understand the complexity of the issue by acknowledging
a number of other responses added by my classmates. The wiki helped me to
articulate and solidify my own views as some of the other ideas added prompted
me to think and read further.
I was also able to gauge some sense of my peers’
personalities through reading their responses. By either aligning myself with
their position or questioning their ideas, I was simultaneously constructing
meaning about the content, myself and my colleagues.
The activity encouraged problem-based higher order
thinking, a move towards the most complex categories of Bloom’s Taxonomy of the
cognitive domain (Big Dog, Little Dog and Knowledge Jump, 1999).
Participating
in this activity taught me a lot about the value of effective scaffolding and
thinking routines. I plan to use the six thinking hats routine in my teaching
practice to investigate perspective and support critical thinking. More
detailed reflection about this activity is provided in the Reflection on Wiki Activities posting.
Group 1 Tools
– Blogs, Wikis and Websites
The first group of digital technologies I explored was web
logs (blogs), wikis and websites. I experimented with creating my own wiki
and website and reflected about the process and/or the potential
applications of wikis and websites. Although there are conceptual
and technical differences between these tools, they are all essentially
connectivist as they facilitate the contribution of information to the internet
by users and
continual learning focussed on information currency and maintaining connections
(Siemens, 2004).
I focussed on blogs because this
is the tool I am most familiar (and competent) with. I’ve found blogging to be
a useful way of refining and consolidating my learning. The personal experience
of having to set up and populate my own blog has provided an invaluable insight
into how I would design learning experiences using this technology. Based on my
experiences, I would suggest to students that they blog freely and frequently as
my own capabilities have developed immensely through being forced to practice.
Blogs provide a platform for authors
to publish sequential ‘posts’ (e.g. updates, reflections etc.). Within each
post, the user can embed multi-modal content, either from their computer or the
web. I experimented by creating this blog and adding images, video, links etc. Blogs
allow students to work interactively and collaboratively and are a great way of
engaging different styles of learners (Felder & Silverman,
1988).
I envisage blogging
transforming learning in a number of ways. Firstly, a class blog could be
established by the teacher to communicate with students (e.g. to provide
assignment information, homework, class news, reminders), communicate with parents
(e.g. routines, homework, class trips, school events) and archive student work.
The class blog would initiate collaboration between the classroom and home
environments and allow students to develop familiarity and observe appropriate online behaviour. By involving parents in the dialogue, students would have
increased support at home and parents could assist with monitoring online behaviour.
Once
familiar blogging, each student would then set up their own blog. Student blogs
would serve a multitude of purposes (e.g. diary, information store, mechanism
for sharing show‑and-tell photos/videos and recalling, recording, evaluating
and reflecting on learning). It is important however, that students are given
stimulus and are guided towards higher level thinking by appropriate
scaffolding (e.g. thinking routines like SWOT or PMI charts).
On their blogs, students would share
information about their interests and likes/dislikes, construct assignments and
record learning/work examples. This sharing of information fosters a
cooperative learning environment (Ashman & Elkins, 2012) and allows the
teacher to tailor the design of learning experiences to cater for the range of
learning styles and multiple intelligences within the class (Gardner, 1983; Felder
& Silverman, 1988).
Group 2
Tools – Images, Video and Audio Tools
The second group of digital technologies I explored was images,
digital video, vokis and podcasting. With the exception of
images, the creation of these artefacts was very new for me. Although these
tools use different modes, essentially they promote connectivist learning which
occurs as a by-product of experiencing artefacts created by others (Siemens,
2004).
I focussed
on images because I believe developing students' visual literacy is important
and I find imagery and interpretation of digital images fascinating. I particularly
value images for their ability to engage learners (especially visual learners)
and encourage critical thinking/thinking about emotional responses (The New
Media Consortium, 2005). Thinking routines like the See, Think Wonder routine
(Harvard Project Zero, n.d.) are important to scaffold students' responses to images.
Photographs
are useful for recording classroom activities (field trips, student work),
archiving student work and personalising the learning experience (e.g. time
lapse photos of individual science experiments, illustrated student stories
etc.). Classroom photos can be shared or used in a variety of ways.
However, in
order to move from lower to higher level thinking, the key objective should be
for students to manipulate and create images themselves. Although images are
not new, digital images transform learning by giving students the opportunity
to be media creators and manipulators, rather than just viewers and analysts. I
experimented with these roles by resizing and uploading digital photographs and
creating new images using ArtRage Studio.
ArtRage
Studio would be fantastic for art and creative responses to literature. In my
blog post about images, I provided an example of a sketch done while listening
to the audiobook of the Twits by Roald Dahl. Using ArtRage Studio in this way
encourages and develops effective text-participant literary practices (Winch et al., 2010).
Manipulating
and using digital photos online is a great way of teaching students about
referencing and legal/ethical implications of using online materials. As a
teacher, I would model appropriate use of images and establish rules around
photography (e.g. no photographs of other learners etc.).
Group 3 Tools – PowerPoint, Prezi,
Glogster
The third group of digital technologies I explored included PowerPoint,
Prezi and Glogster. I had issues with PowerPoint and Prezi in
terms of either their functionality and/or application. I have used PowerPoint
quite extensively in my professional career (as well as experienced it as a
student), and find that it is too often used to facilitate teacher-centred
message transmission.
I chose to
focus on Glogster as this was a new tool for me and I really enjoyed using it. Glogster
provides a platform for creating and sharing 'Glogs' (a form of interactive
poster). Glogs are multi-modal artefacts, containing text, graphics, music and
videos. Glogster is a connectivist tool which encourage users to source and
view digital artefacts from a range of sources.
The Metiri Group (2008) suggests that students engaged in
learning that incorporates multimodal designs tend to outperform students who
learn using traditional single-mode approaches. Adding visuals to verbal
learning can result in significant gains in basic and higher-order learning
(Metiri Group, 2008).
My personal
experience as a new Glogster user provided invaluable insight into how best to
design learning experiences using this tool. The introductory video provided a
solid foundation, and most of the tool’s functions were self-explanatory. Although
Glogs can be used for a variety of purposes across the key learning areas
(KLAs), in my blog I suggested some potential applications including for
authentic real-world projects and as a mechanism for students to get to know
each other.
As with any
online tool, Glogs pose legal
and safety issues. I would reinforce the importance of abiding by
online rules and model appropriate attribution of other people’s material.
Group 4 Tools – Animations and Simulations
The final group of digital technologies I explored was animation and simulation tools (e.g. online concept mapping using Bubbl.us, Froguts Virtual Dissections and Google Earth). I chose to focus on Google Earth, as although I found Bubbl.us and Froguts very engaging, their applications in the learning context are somewhat limited.
Group 4 Tools – Animations and Simulations
The final group of digital technologies I explored was animation and simulation tools (e.g. online concept mapping using Bubbl.us, Froguts Virtual Dissections and Google Earth). I chose to focus on Google Earth, as although I found Bubbl.us and Froguts very engaging, their applications in the learning context are somewhat limited.
Google Earth really does have the
potential to enhance the learning context, content and process. It is a
learner-centred, connectivist tool which facilitates a kind of learning
and a level of understanding which is not possible without ICT. In a previous posting,
I developed a learning activity for Year 4 Science using Google Earth, although
the dynamic and flexible nature of this tool makes it ideal for use across all
KLAs.
Conclusion
Interestingly, as many of these tools
were unfamiliar to me, I simulated the process that students would go through
when using these tools. I experienced first-hand the value of quality
scaffolding, experimented with each tool and creatively adapted it to meet my
learning needs. Critiquing the tools was an important part of the process, and
I felt some offered more scope than others for transforming students’ learning.
Although it was challenging to take in so much new information, I feel I am now
competent at using these technologies and confident that I can incorporate them
into effective digital pedagogy.
I intend to use my understanding of
the learning theories and my observations/conclusions about these technologies as
a basis for more detailed design of learning experiences in order to maximise
learning gains.
References
Ashman, A. & Elkins, J. (2012). Education
for inclusion and diversity (4th Ed.). Frenchs Forest, NSW:
Pearson Australia.
Big Dog, Little Dog and Knowledge Jump
(1999). Bloom’s taxonomy of learning domains, March 14. Retrieved
from http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive
Fasso, W. (2012). EDED20491: ICTs for Learning Design (Term 1, 2012). Retrieved from
CQUniversity e-courses, EDED20491 ICTs for Learning Design,
http://moodle.cqu.edu.au/course/view.php?id=19580
Felder, R. & Silverman, L.
(1988). Learning and teaching styles in engineering education. Engr.
Education, 78(7), pp. 674-681.
Gardner, H. (1983). Frames
of mind: The theory of multiple intelligences. New York
Garrison, D. & Anderson, T.
(2003). E-learning in the 21st century: a framework for research
and practice. London
Harvard Project Zero (n.d.). See Think Wonder
Routine, March 25. Retrieved from http://www.pz.harvard.edu/vt/visibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html
Kurwongbah State School (n.d.). Edward de Bono’s Six Thinking Hats, April
11. Retrieved from http://www.kurwongbss.eq.edu.au/thinking/Hats/hats.htm
Lein, K.
(n.d.) Elearning pedagogy: constructivist approach, April 12. Retrieved from http://www.elearningpedagogy.com/constructivist.html
Mergel, B. (1998). Instructional deisgn & learning theory, March
25. Retrieved from
http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
Metiri Group (2008). Multimodal learning
through media: what the research says, April 11. Retrieved from http://www.cisco.com/web/strategy/docs/education/Multimodal-Learning-Through-Media.pdf
Mishra, P. & Koehler, M. (2006). Technological
pedagogical content knowledge: a framework for teacher knowledge. Teachers
College Record, 108(6), pp. 1014-1054.
Prensky, M. (2001). Digital natives, digital immigrants. On
the Horizon, 9(5), pp. 1-6.
Prensky, M. (2005, September/October). “Engage me or enrage
me”: what today’s learners demand. Educause Review, pp. 60-64.
Siemens, G. (2004). Connectivism: a learning theory for the digital age, April 11. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
The New Media Consortium (2005). A global
imperative: the report of the 21st century literacy summit.
Vygotsky, L. (1978). Mind in society. Cambridge , MA Harvard University
Waterhouse, S. (2003). The power of elearning
the past, the present, and the future, June 15. Retrieved from http://ritim.cba.uri.edu/wp2003/pdf_format/Wiley-Encycl-Internet-Diffusion-v12.pdf
Winch,
G., Johnston South Melbourne , VIC: Oxford University
The
reflective synopsis contains hyperlinks to supporting documentation. The links
to the compulsory posting and four additional postings on tools from the Groups
1 to 4 ICT tools are provided below.
Compulsory Posting Reflection on Wiki Activities
Group 1 Tools A Blog About Blogging…
Group 2 Tools Group 2 Tools - Images
Group 3 Tools A Reflection on Glogster
Group 4 Tools Group 4 Tools - Google Earth
Group 4 Tools - Google Earth
Google Earth is a digital simulation tool which allows users to explore anywhere on earth in 3D, based on satellite imagery and photography. Google Earth also contains imagery for the Moon and Mars, stars, under the ocean, buildings and cityscapes (... and the list goes on). The time series function is handy for understanding natural variability and change over time.
Google Earth contains many different tools and functions, which are explained in the video tutorials. I have used Google Earth in past (in my work as an environmental consultant), but haven't ever taken the time to explore too widely. I am so excited about this tool and I'm sure I only comprehend a tiny portion of its full potential! The possibilities for using Google Earth to transform learning seem endless, and the showcase and gallery provide some really interesting examples of what the software is capable of.
The below activity is something I developed while exploring the time series function of many Google Earth files. This function allows users to examine variability over time. In this way, Google Earth is ideally placed to address curriculum requirements relating to place and space.
The Australian Curriculum for Science (ACARA, 2012) indicates that in Year 4, students should understand that the Earth’s surface changes over time as a result of natural processes and human activity.
To familiarise students with Google Earth I would have them search for their own home and seeing how it looks from the air. They could then investigate how their place has/hasn't changed over time (either due to natural processes or activities their family may have undertaken e.g. new pool, house extension, landscaping).
I would then provide some examples of how the Earth's surface changes over time as a result of natural processes.
Ice Sculpted by Wind, Antarctica
Meteor Crater, Australia
Glacier, Norway
I would also use the Google Earth time series function to provide some examples of how the Earth's surface changes over time as a result of human activity. The below images show the changing landscape in Dubai as a result of human development.
Dubai, 2000
Dubai, 2002
Dubai, 2005
Dubai, 2008
Dubai, 2011
Students could then form groups to brainstorm (perhaps using Bubbl.us?) ways that natural processes and human activities might change the Earth's surface and use Google Earth to find evidence to support their theories.
<><> <><>
Plus
|
Minus
|
Interesting
|
|
|
|
References
Australian Curriculum, Assessment and Reporting Authority (ACARA). (2012). The Australian curriculum (Version 3.0), March 24. Retrieved from http://www.australiancurriculum.edu.au/Download
Wednesday, 11 April 2012
Group 2 Tools - Digital Video
I must say I have been very disappointed in my experimentation with video technologies. The Year 3 students in my EPL class have been doing a science experiment about growing a plant from seed. This inspired me to create a stop-motion movie about the process.
After taking about 300 photos, uploading them to Windows Movie Maker and playing around with the functions, disaster struck. It seems my computer does not have the necessary 'grunt' for movie editing. Every time I tried to change the transitions, the program froze and the one time I did get to the point of saving the movie file, the whole computer crashed.
Unfortunately I can't share the movie with you which is very frustrating to say the least! The upshot is that I have, however, been able to create a very short stop-motion movie using just a few photos that I had on file.
Not to worry. I will take this as a timely reminder that an important part of using ICTs for learning is having something up my sleeve for the times when it all goes pear-shaped (and experience shows it does, from time to time!). What I will do instead is reflect on digital movies generally and their potential for enhancing learning.
As noted by Schwartz and Hartman (n.d., p. 2) video can be a powerful tool for learning. Videos encourage creative fluency and interpretive facility (The New Media Consortium, 2005). Video has long been a fantastic tool for opening up new worlds and making meaning from images and aural modes. The advent of digital video makes the whole process much more accessible and communal. Instead of requiring expensive video recording and editing equipment, digital videos can be captured on mobile phones, digital cameras, ipads, etc., uploaded to computers either automatically or almost instantly (using free software), and shared in many different ways. Most students will already be very familiar with video sharing platforms like YouTube and many will have experience in recording videos.
The TED and TeacherTube websites contain some fantastic videos. This teacher's rap below goes to show that even some of the most unlikely subjects can be taught using video.
Group 4 Tools - Online Concept Mapping
Gupta (2009) suggests that mind mapping is the 'most effective, 'brain-friendly' way to turn unorganised fleeting ideas into a structured visual map'. In the video below, Tony Buzan indicates that the brain thinks by imagination and association.
I first encountered mind mapping in primary school, and have always found it a very effective way of generating and organising ideas. As a comprehensive high-level visual snapshot, a mind map is a very useful tool. I often use mind maps as way of clarifying my thinking by 'getting back to basics'. Gupta (2009) suggests that the reason mind maps are so effective is that they use each of the primary functions of the brain and activate both left and right sides of the brain simultaneously.
This week I experimented with an online mind mapping tool called Bubbl.us to create the below mind map about the advantages of e-learning.
Bubbl.us has several advantages over the traditional hand-drawn concept map, including its ease of use, simplicity and speed. The mind maps it generates are flexible and can be updated/expanded/edited ad finatum. Obviously, their portability (users can log in and access saved mind maps from any computer) and the ability to be shared electonically are also key advantages.
However, there are several things that hand-drawn mind maps can do that this tool cannot. In a hand-drawn mind map, colour can be used selectively. Colour sometimes unconsciously supports memory and meaning making. Images can be used in place of text or to support text, whereas this function is not available in Bubbl.us. In a hand-drawn mind map 'tree', the boughs (or connections) can be explicitly manipulated to enhance meaning. Although Bubbl.us allows the user to move the bubbles of text and therefore lenthen/shorten the linkages, I felt there was no real way of emphasising critical versus less important connections.
The inability to 'personalise' mind maps (as recommended by Buzan) is probably the key shortcoming of Bubbl.us. As I was experimenting with Bubbl.us, I couldn't help but notice that the mind map was somehow different when not written in my own handwriting. I feel as if the physical act of writing/drawing contributes to the initial learning and somehow my memory of this knowledge is activated by recognition of my own handwriting and the original motor memory. Interesting - I think I will have to do some explore this further at some stage.
Although I don't think Bubbl.us revolutionises mind mapping in any way, it does make the activity significantly faster (and perhaps easier). In a teaching context, I would use Bubbl.us in ways that play on these strengths. For example, students could use Bubbl.us for individual or group brainstorming and assignment planning.
The inability to 'personalise' mind maps (as recommended by Buzan) is probably the key shortcoming of Bubbl.us. As I was experimenting with Bubbl.us, I couldn't help but notice that the mind map was somehow different when not written in my own handwriting. I feel as if the physical act of writing/drawing contributes to the initial learning and somehow my memory of this knowledge is activated by recognition of my own handwriting and the original motor memory. Interesting - I think I will have to do some explore this further at some stage.
Although I don't think Bubbl.us revolutionises mind mapping in any way, it does make the activity significantly faster (and perhaps easier). In a teaching context, I would use Bubbl.us in ways that play on these strengths. For example, students could use Bubbl.us for individual or group brainstorming and assignment planning.
References
Gupta, S. (2009). Mind maps: a simple, effective thinking tool, April 10. Retreived from http:www.slideshare.net/shipragupta/mind-mapping-1469447
Group 4 Tools - Froguts Virtual Dissections
Froguts Virtual Dissection is a website which provides simulations of science-based laboratory experiments. I experimented with the free demo, although the demo provides only a limited version of the full package, which is available to schools at the cost of a year's subscription (~$300-$400).
The demo simulation of a frog dissection requires the Adobe Flash plugin which I had to download. Albeit limited (the full version apparently includes interactive tools beyond those which are shown in the demo), I found the simultion very engaging. The simulated dissection is a multi-modal affair, being supported by audio and text prompts on the screen. It definitely has the 'gross' factor which kids would love!
The interface is straightforward and logical. The buttons for each of the dissection 'tools' use generic symbols (e.g. pin, scalpel, scissors, magnifier) and step-by-step instructions are provided to guide the user through the dissection. The simulation closely mirrors a 'real life' dissection experience, with 3D simulation. Throughout the dissection, a number of quick facts and supporting animations (e.g. life cycle) are presented. Although not available as part of the demo, the full version also includes specific lessons (e.g. respiratory system) and quizzes.
A PMI which discusses the benefits and drawbacks of this tool is provided below. Froguts is a very fun inquiry-based tool, and I can see that it would be suitable for use with older primary students. However, its application seems to be limited to anatomy and physiology content. In addition, it is unclear how well the full version of the product caters for different age groups. Without knowing this, it is likely that the terminology used may not be appropriate for younger children.
<><><>
<><><><>
<><><><>
<><><><>
<><><><> <><><><>
<><><><>
<><><><>
|
Plus
|
Minus
|
Interesting
|
|
- great way to engage students in learning about science - students could easily work in pairs/small groups to undertake activities - particularly appropriate for visual, active and sequential learners - interactive (e.g. students are asked to click on different body parts etc.) - relatively little teacher involvement required - expands science vocabularly |
- may be confronting for some students
- some of the technical terminology would be too complex for young students
|
- introduces scientific 'ways of working'
- relatively low cost
- developed and supported by the scientific community
- allows primary teachers to give students a simulated experience without the risk associated with young children undertaking a real dissection
|
A Reflection on Glogster
Glogster is a tool for creating 'Glogs' (a form of interactive poster) and a social network for sharing Glogs online. Glogster EDU, the education platform, provides a secure environment for teachers and students.
Glogs are posters as you have never seen them, digital pages packed full of text, graphics, music and videos. Glogs are connectivist tools, in that they encourage users to source and view digital artefacts from a range of sources, including from online search engines, social networking sites or from a location on your computer. Glogs can be easily saved, shared using email, Glogster or other social media (e.g. Facebook, Twitter or Google+) or embedded in blogs. Creating a basic Glog about my interests (above) was pretty straightforward, although uploading images from my computer tended to be time-consuming. It might be best to resize images prior to uploading them on Glogs.
Posters can be tagged with key words, which enable users to find other similar Glogs or make friends based on shared interests.
There are some fantastic examples of educational Glogs available, including on the B-7 Bobcats site.
- to create authentic projects with links to the real-world (e.g. in a project about propaganda, students can include real footage and photographs on their Glog);
- to record class projects using images, video and audio created by students;
- to role play (e.g. create profile Glogs for characters in movies/books);
- to create study guides; and
- to construct class resources (e.g. class rules to be saved as desktop image on computers).
Plus
|
Minus
|
Interesting
|
As with any online tool, there are legal and safety issues which must be considered. As the teacher, I would reinforce the importance of abiding by online rules, including the types of images and videos which are appropriate for use in Glogs. In addition, I would model appropriate attribution when using others photos (refer to the source note in the 'My Pin Board' Glog above).
References
Education World (2009) Hooked on Glogster: Posters 2.0, April 12, Retrieved from http://www.educationworld.com/a_tech/columnists/dyck/dyck037.shtml
Felder, R. & Silverman, L. (1988) Learning and teaching styles in engineering education. Engr. Education, 78(7), pp. 674-681.
Glogster (2011). Glogster, April 12. Retrieved from http://www.glogster.com/
Symborski, S. (n.d.). Glogster in Education It's Free! It's Fun! It's Fabulous~! April 12. Retrieved from http://teachers.spart5.k12.sc.us/symborse/glogsteredu.htm
Subscribe to:
Posts (Atom)