Reflective Synopsis

Reflective Synopsis

Presentations In The Classroom

Presentations and presentation tools are prolifically used in the contemporary educational setting. PowerPoint presentations and high school go hand in hand, it's what we know; however, various new websites and applications have emerged over the years. English is the elective subject I have been focusing on in my reflective blogs so far. This is a subject in which presentations can be used advantageously in, as they are designed to persuade, narrate or educate (Hobdell, 2022). Persuasive writing is an example of this, as pieces are often delivered verbally and accompanied by a presentation. This is highly beneficial as it provides visual and audio elements which connect with a wide range of learners as the student presenting aims to persuade, inform and entertain. From my own experience of presenting in front of others, I believe having a presentation also gives you confidence and enhances audience engagement. 

The presentation tool I have selected to focus on during this blog is Prezi, a service I was not familiar with prior to the beginning of this unit. The site can be used by both students and teachers, promoting high level pedagogy as students are encouraged to make creative pieces which can be used in the English classroom. 

Student or Teacher

From a teacher's perspective, Prezi provides an innovative way to create purpose driven presentations which can be used to help deliver lessons in a whole class environment. A range of templates can be explored and customised, or you can choose to create a piece from scratch, aiding individualised learning strategies. Using Prezi, I created a simple book report presentation which is simply designed to show the functionality of the site from a student's perspective. The presentation is on 'To Kill A Mockingbird' by Harper Lee, and includes the use of images, video, colour and creative layout. The link to this presentation is available below. 

https://prezi.com/view/IzcdNovlBygNs72Ez6OQ/

Prezi is an ideal tool for students to use as it promotes creativity, utilises digital media and supports collaborative learning. I found the easiest way to share the presentation was by using the link; however, several sharing options exist. Being able to share the link on blogs provides the chance for feedback to be shared, tapping into higher end pedagogy. Higher end pedagogy can also be reached through the utilization of collaborative learning, a feature that is pictured below as additional authors can be invited to access and edit the page (Hobdell, 2022).

Invite Collaborators

Add Media

Legal, Safe and Ethical Practice

In my previous blog my approach to this section was broad, and after receiving feedback I aim to be more specific to the site I'm focusing on. Prezi as a team have three core values which state:
1. We Picture - "Because visual thinking allows us to be more creative. We use it to understand each other and solve problems more effectively."

2. We Care - "Because change only happens when we support the people who expand our horizons, we act and lead by example in our closer and wider communities."

3. We Team - "Because together we are greater than the sum of our parts, we build our team on the foundations of trust and transparency." ("Prezi's Mission | Our Three Core Values | Prezi", 2022).

It is important as users that we become familiarised with their values and act within their expectations when creating and sharing content on the site. In addition to this, the section exists below which allows users to report abuse, this includes copyright infringement, trademark infringement and inappropriate content. 

SAMR

Prezi can be implemented at each level of the SAMR model. At the substitution level, it can act as a replacement for whiteboards or hard copy posters. The augmentation aspect is the ability to apply various media such as images, video and audio on the single presentation. Modification involves being able to share the content in various ways and redefinition means that collaboration and interactive learning/feedback can be achieved. 

Substitution - Students create a Prezi account and begin to gather information and media from online search engines in order to create a book report for an English subject as practice. 

Augmentation - Using Prezi they bring all the content and media together on the one platform, creating a multimodal presentation. 

Modification - Presentations are then made accessible by their peers through the sharing of links either on a blog or through direct copying and pasting. 

Redefinition - Students are then able to interact with each other online, sharing, giving feedback and collaborating together. 

References 

8 Inspiring Quotes from To Kill a Mockingbird's Atticus Finch. pastemagazine.com. (2022). Retrieved 11 April 2022, from https://www.pastemagazine.com/books/to-kill-a-mockingbird/eight-inspiring-quotes-from-to-kill-a-mockingbirds-atticus-finch/.

A+E Networks. Notice.aenetworks.com. (2022). Retrieved 11 April 2022, from https://notice.aenetworks.com/.

Characters. To Kill A Mockingbird Wiki. (2022). Retrieved 11 April 2022, from https://tokillamockingbird.fandom.com/wiki/Category:Characters.

Hobdell, G. (2022). Topic 5: Digital tools 3 - Integrated learning. CQU Moodle. https://moodle.cqu.edu.au/mod/book/view.php?id=2413599

Presentations and videos with engaging visuals for hybrid teams | Prezi. prezi.com. (2022). Retrieved 11 April 2022, from https://prezi.com/.

To Kill a Mockingbird Video Summary. (2018). [Video]. Retrieved 11 April 2022, from https://www.youtube.com/results?search_query=summary+to+kill+a+mockingbird. 

Digital Media

Digital media consists of a range of digital tools which can be utilised to enhance the teaching and learning experience in a classroom. The digital tools we have been focusing on include images, audio/podcasts, and videos. When applied correctly, these tools can have a positive impact in the classroom by improving teaching, supporting active learning and aiding students' creative projects (Hobdell, 2022).

Source: Salvador Dali, 1931, The Persistence Of Memory, Empty Easel,  https://emptyeasel.com/the-persistence-of-memory-famous-melting-clocks-painting-by-salvador-dali/

The digital media I will explore in this blog is images, a versatile digital tool which can be used to spark creativity, excite interest in a classroom and help present knowledge more effectively. A range of applications and websites are available which allow students and teachers to create and share images. The current technology accessible today gives users the opportunity to create media, use existing media and customize media. I explored Infographics, Concept Maps and ThingLink this week, and out of the three I chose ThingLink to highlight as I found its application the most appropriate for the subject of English.

Using ThingLink, I edited Fiona Katauskas' political cartoon 'Cancelling Culture' to show how images could be utilised in a classroom using technology. I used the websites technology to transform the original image in to an interactive one, with the hover over symbols each showing a step which can be used to analyse a satirical cartoon. This could be used in a classroom as a whole class viewing strategy which prompts visual thinking, discussion and promotes engagement. Creating an interactive image like this is a task students could then go and do themselves, as students creating media benefits engagement, communication and reflection (Hobdell, 2022). It took me awhile to share my content on my blog; however, once you get the hang of that, students and teachers can share their images on blogs, websites, PowerPoint and social media.  

Legal, safe, and ethical practice is something that should always be at the forefront when considering the use of digital media. The Australian Curriculum guidelines our practice and echoes the importance of our rights and responsibilities, respect, wellbeing, digital media literacy and the safe use of information and devices (ACARA, 2020). Standard copyright laws apply; therefore, it is integral that copyright rules be abided by when using digital media. When using websites and applications, it is important to become accustomed to their own individual rules and regulations. 

Using the SAMR model, I have constructed an English lesson where students are required to analyse a satirical cartoon. The interactive image they create will look roughly like mine; however, with their analysis appearing in the four tags and not the steps they represent. 

Substitution - Using online search engines, students will find a satirical cartoon of their choice and begin to research it. Following the four steps of analysis, they will begin to analyse their cartoon.

Augmentation - Students will create a PowerPoint, storing their selected image and the breakdown of their satirical cartoon. 

Modification - Using ThingLink, students will create an interactive image using the four tags to label and provide analysis on their satirical cartoon. 

Redefinition - Students will share their interactive image on their blog, which will be accessible to all students through the Wiki created by the teacher. Each student will interact with at least four of their peers' interactive images and will be able to provide constructive feedback or ask questions afterwards by commenting.

References  

Australian Curriculum, Assessment and Reporting Authority. (n.d). Curriculum Connections - Online Safety. https://australiancurriculum.edu.au/resources/curriculum-connections/portfolios/online-safety/

'Cancelling Culture' by Fiona Katauskas | 2020 | Behind the Lines. Behind the Lines. (2022). Retrieved 6 April 2022, from https://behindthelines.moadoph.gov.au/2020/off-the-leash/cancelling-culture.

Hobdell, G. (2022). Topic 4: Digital tools 2 - Simple digital media. CQU Moodle. https://moodle.cqu.edu.au/mod/book/view.php?id=2413587&chapterid=179764

The Meaning of Salvador Dali's Famous "Melting Clocks" Painting: The Persistence of Memory. EmptyEasel.com. (2006). Retrieved 6 April 2022, from https://emptyeasel.com/the-persistence-of-memory-famous-melting-clocks-painting-by-salvador-dali/.

ThingLink: Create unique experiences with interactive images, videos & 360° media. ThingLink. (2022). Retrieved 6 April 2022, from https://www.thinglink.com/. 

My First Reflection - Web Spaces

This blog will give an overview of my journey as I explore the following web spaces: websites, blogs, and wikis. All three of these web spaces can be used to enhance learning in an educational context based on their individual characteristics. A website gives an author the opportunity to display information online with control over the web page. Blogs, on the other hand, promote communication as these online journals are written by an author with the goal of obtaining online interaction. Much like a blog, a wiki, gives people a chance to engage with the web page; however, it can be accessed and edited by anyone in a multi-author format (Hobdell, 2022). 

The web space I am focusing on is blogs, and I created my account using Google Blogger. Creating and interacting with blogs has many benefits in an educational setting. Learners can create a journal which allows them to voice their opinion, publish their knowledge, and communicate with readers. This opens channels of communication which promotes authors to give and receive valuable feedback, further attributing to the individualised learning this web space creates. Google Blogger aligns with sites such as Google Drive and YouTube which makes it a practical web page to utilize for learners (Hobdell, 2022)

As someone who is new to blogging, I found the set out of Google Blogger to be labelled and easy to find my way through. The side bar on the left-hand side gives the user a range of applications and settings to sift through, including page activity, comments, earnings, lay out, themes and settings. I thought the ‘Earnings’ section was interesting as I had not considered the financial benefits associated with making a blog. In the settings under ‘Adult Content’, I can choose to ‘show warning to blog readers’ and ‘require age confirmation’. This feature, as well as being able to choose whether search engines can find your blog or not, help the author have control over their privacy. Google Blogger also allows you to invite additional authors to publish pieces on your blog page, providing another dimension to the online interaction.

Settings

 I found creating a Google Blogger account easy after following the instructions provided in the Moodle module 'Technical Start Up'. Once I got my head around the idea of writing my own blog, I found the process of posting a blog to be straightforward. Below is a screenshot of one of my initial posts. 

Initial Blog

As you can see, Google Blogger lets the author customise the blog to their liking. I have tinkered with my layout and theme, trying to keep it simple and easy to navigate through. Pictured below is a screenshot of how I changed my theme, a feature which lets you customise your page. 

Themes

When writing a post, a range of media options can be shared including, images, videos, and links. Adding these ICT features enriches learners work by expanding their posting possibilities. The screenshot below illustrates how to add media to a post.  

Media

Exploring these technical aspects of Google Blogger has allowed me to construct a blog which promotes individuality, allows me to publish work and receive feedback; all of which can be utilized by contemporary learners. 

When using this technology there are a several legal, safe and ethical protocols that need to be considered. Firstly, I believe it is necessary to consult with parents/guardians before using online technology. The Google Blogger site has 'Terms of Service', 'Privacy' and 'Content Policy' documents which can be accessed on the home page. It is important students become accustomed to these documents as they explore key aspects including security, privacy, exploitation, bullying and appropriate posting. Copyright guidelines must be adhered to also, the standard rules for education remain applicable in an online setting (Hobdell, 2022). 

The SAMR framework models how educators and learners use technology in the classroom. Within the framework, substitution and augmentation fall into the low-end pedagogy category. Substitution acts as an immediate tool of substitution and augmentation aims to provide operational improvement. Modification and redefinition are both high-end pedagogy which modify task design and create new tasks respectively (Hobdell, 2022). I will apply the SAMR to a junior English class who are researching an issue in society, the research they gather will be presented as a multimodal presentation. 

 

Substitution - Students are to select and research a contemporary topic out of a set list. Microsoft Word is the digital tool substituting pen and paper and online search engines are used to research information. 

Augmentation - A Power Point Presentation must accompany their research, this involves using Power Point features and media such as images and videos.

Modification - Students are to create a blog using Google Blogger, publishing their written work and creating a unique page.  

Redefinition - The teacher will create a Wiki and students must add their blog link to the Wiki page. Each student must find another learner who is researching the same topic as them and comment on their blog, giving constructive feedback. Using the 'invite an author' application on Google Blogger, students will then pair off, continuing to research the topic as a group and providing each other with feedback before presenting. 

Applying this model and using Google Blogger encourages interaction amongst learners, feedback, individualised learning and digital literacy (Hobdell, 2022). 

References

Hobdell, G. (2022). Topic 3: Digital Tools 1 - Web Spaces. CQU Moodle https://moodle.cqu.edu.au/mod/book/view.php?id=2413574&chapterid=179756 

Schrock, K. (2013). Resources to support the SAMR Model [Image]. Retrieved 29 March 2022, from http://schrockguide.net/samr.html.

What is a Blog? - Definition of Blog, Blogging & Blogger. FirstSiteGuide. (2022). Retrieved 29 March 2022, from https://firstsiteguide.com/what-is-blog/.

The Contemporary Learner

Gen Z learners would find engaging in the situation shown in the traditional classroom snippet difficult because it does not align with their learning needs. In the video, the teacher is standing at the front of the classroom and is simply talking with no enthusiasm or use of ICT . He is asking questions; however, he is not receiving answers and the students are not working with him. Gen Z students engage with learning that involves thinking in 4D, communicating with images, short bursts and hands on activities.

I think creativity is encouraged during school as long as it fits in to the overall framework of the unit. Art and music are two subjects which stand out as being the most creative as students have less restrictions holding them back. Listening to Sir Ken Robinson's story about the young dancer was awesome and showed the benefits of thinking outside of the box and celebrating individual's talents. English is one of my selected subjects and one of the reasons I like it is because although we have set modules we must learn, there is still the chance to show individuality through creative writing.

A curriculum that is linear, progressive and aimed at a single learning outcome for the development of both individuals and the society we live in would have a negative impact. The differences between Gen Z learners and learners from previous generations highlights the problems a curriculum like this would have. Learning needs and preferences are changing over time and diversification is increasing, illustrating the need for a curriculum which caters for a wide range of personalities. Events that occur around the world are continuously changing society which results in the shifting of certain priorities and problems.

The possibilities that ICTs provide in regard to creating a professional learning network is exciting. Being able to interact with other students, teachers and professionals provides us with a great opportunity to further our learning. Support networks such as the ALC and Studiosity are valuable members of a professional learning network at uni.

A Challenge to your Beliefs

Initially, I was anxious about beginning this unit as it is not an area I am confident in. Experiencing these emotions has caused me to work through the activities slowly, acting as a form of motivation to improve my capabilities. My knowledge and experience using digital technology is limited and I look forward to improving my skills.

Reading the set material and watching the videos on Moodle has given me confidence and clarity moving forward as initially I wasn't sure what to expect from the unit. I graduated high school in 2012 where ICT was present in the classroom but the resources available today extend way beyond that. A highlight for myself in the learning material was Sir Ken Robinson's video, I thought it was great.

I have never written a blog and expressing my emotions and opinions publicly is not something I would normally do. In saying that, I understand that to be a teacher in today's environment means learning new skills and adapting to change that is happening around you. I think I will find this unit challenging; however, I look forward to giving it a go as I strive to become a contemporary teacher. Stepping outside of my comfort zone will be daunting but it will be beneficial as that is a great way to learn new things.

Working as a teachers aide I am exposed to various forms of ICT in the classroom, some I am familiar with from my high school experience and others that are very new. Seeing how students can engage with technology in order to improve learning has been great. Watching how teachers use ICT to make the learning experience a positive one has been been advantageous. I agree with the idea that technology should coincide with face to face learning.

My approach to teaching and learning is primarily built on respect, treat others the way you would like to be treated. All students have the right to learn and students are individuals who learn in different ways. I think finding the right balance is important but I always learnt more at school when I was enjoying myself and in a comfortable environment.

A challenge for me as a teacher would be finding the right balance when using digital technology in the classroom and in everyday life. I have seen how beneficial using ICT can be and believe it is essential in the classroom; however, the amount of time we all spend in front of digital devices is concerning for me. I hope this unit will educate me further in this regard.

During my time at high school I was exposed to common forms of ICT such as: Microsoft Office, projectors, videos, images and mobile phones. Working at a high school today all students have laptops and communicate with their teachers through email and online learning platforms. Seeing students use education programs on their laptops and participate in quizzes like 'Kahoot' has been awesome.