Online Tools to Engage Students

I stumbled on this powerpoint presentation by Jennifer Dorman which encapsulates the many ways Web 2.0 can be used. It's an accurate summation of the many things i have learnt in this course but also summarises the ways in which Web 2.0 tools can be integrated into the 21st century classroom. Enjoy!

Check out this SlideShare Presentation:

Online Tools to Engage Students

View more presentations from Jennifer Dorman.

Course reflection and feedback

I made it!

I cannot believe that I have completed the course so quickly! Maybe it’s because I was so engaged in my own learning! If it works for me, it will definitely work with my students!

I need to be mindful of developing a clear process for learning, ensuring best practice and utilisation of all relevant IWeb 2.0 tools with the Ilearn framework while maintaining a balance of the traditional approaches, particularly in English. I also need to tap into my students’ learning styles in order to differentiate using Blooms and Gardner. This will not only empower my students to engage in their learning and strive for excellence but it will also shape my future teaching practice by incorporating the ILearn model in conjunction with Web 2.0 tools effectively. The integration of the six skills necessary for learning may also be mapped with specific tools in order for students to develop a clear process for enquiry.

In terms of Blooms Digital Taxonomy, the possibilities are endless! I already have visions of its integration into my teaching of English. This provides a flexible framework in order to facilitate personalised learning in the classroom. Abstract concepts in English are made concrete for students, especially lower ability students who would struggle with traditional methods of delivery. 

I currently use podcasting and vodcasting as a means of “creating” but still have a long way to go. I would like to incorporate “Second Life” in terms of developing an understanding of contexts with the use of virtual worlds and avatars. I am using Iweb for English Studies where the girls are challenged and engaged yet the content is differentiated for students to work at their own pace, complete tasks which they feel confident with, yet are also able to create collaboratively. Google Docs is a brilliant collaborative tool which fosters a culture of differentiation in terms of “evaluating” and “creating”. 

I am very much looking forward to embracing the ILearn framework and Web 2.0 tools in my own teaching in order to develop best practice and enhance learning!

Module 10

Wikis and Nings - I have collaborated on Wikis so this wasn't anything new. In particular, I have been a part of a class wiki whereby an assortment of digital text types were created. This worked really well with a Year 7 class where we collaborated on a narrative. The students were so enthusiastic about the project as both myself and the Principal added our own contributions to it! This alone was enough for the girls to add some very insightful storylines and developed characters which demonstrated realism and authenticity. It also gave students the opportunity to collaborate and showcase their capabilities in a forum in which they felt comfortable and affirmed by all members. This is also another way in which differentiation is utilised in order to effectively achieve the learning outcomes required by any collaborative task. The use of wikis and other collaborative programs definitely nurture a love of learning, embrace the concept of personalised learning yet sustain a collaborative and collegial partnership with all members. Students then develop the ability and confidence to reflect on and articulate their own understanding and the process (different technologies) in which they have achieved this.
I have just begun using Nings. I still need to decide in what capacity I can best enhance my own engagement with them. It seems to be an effective tool for professional global collaboration on all areas of education. I've just had my membership for Classroom 2.0 validated so I intend to pursue this in order to engage and learn more about the potential of the Ning.

Module 9

I have just completed this module and evaluated the enormous possibilities of Scootle. I am only sorry that I didn't pursue this program earlier! The amount of digital resources available for sharing was absolutely astounding! I can definitely use many of these in my teaching. There were some excellent resources on text types, in particular, the persuasive argument resources which are perfect for Naplan preparation. Second Life in Education is what I found of great interest. This can be used to establish historical context by students creating and/or adapting their virtual world and using avatars in order to develop their way of thinking. Facebook is a program which i use to keep in touch with friends and family (particularly those who are overseas) and I am proficient in it. I have organised high school reunions on it so I'm pretty FB savvy! Twitter and LinkedIn....not too sure about their possible uses in education... I think that maybe a program such as Edmodo, which encompasses all of this in a digital framework, would be more benficial. I've actually used Edmodo with my current Year 12 Advanced English class but I think i need to use it more effectively in order to reap the benefits of educational networking.

Module 8

I found Google Reader, the podcasts and RSS feeds very interesting. They provide a plethora of information at my fingertips immediately after these have been published. I find that Google Reader is based on consolidating RSS feeds whereas Delicious is consolidating my internet sites - the penny has dropped!
I can definitely use these programs to inform and develop my own teaching practice, specifically with my Stage 6 English courses. Google Reader is a way of consolidating resources for Literature and film study at the critical level (Advanced and Extension English courses). I do need to explore other sites which will enhance my choice of podcast downloads. This is a wonderful alternative to ebooks as many texts have been "podcasted". This would not just assist the aurally impaired but it would engage students to read the text by following the podcast. I can definitely use the podcasts for the students who require assistance in their reading.

Module 7

Delicious is absolutely amazing!
I am forever gravitating between 3 different computers and have bookmarked so many items on all 3! I have just consolidated EVERYTHING onto Delicious! It is wonderful to use the single application and have all my resources and reading in the one place. The beauty of Delicious is that it codes them properly once imported and on the right side of the page, there is a key for me to use when locating a resource. I envisage this use for many purposes: for use with my own staff as part of sharing resources and professional readings; with Stage 6 English and critical readings or really in any other capacity where teaching and learning is collaborative. Delicious will definitely be used in my ICT world!

Module 6

Flickr is an interesting application. It operates in the same way as Facebook in its connectivity but you have additional options with your images ie. making calendars, collages, etc by outsourcing these. I found it easy to upload pictures which I took last year in Paris...quite simple and user friendly. In terms of teaching practice, I would like to experiment with creating character profiles from novels by compiling images in order to visually represent them. I am determined to add some pics onto this from Flickr but if all else fails....here's my Flickr profile:

http://www.flickr.com/people/mavstuff/

Enjoy a few pics from Paris everyone!

Module 5

I am so impressed with the various tools for creation and collaboration. I have used Bubbl.us before as a mindmapping tool in an individual and collaborative capacity but I obviously need to integrate it into my teaching practice further. Glogster has enormous potential in English in particular, visual representations and the explicit teaching of visual literacy. I'm looking forward to using this application in my classes! Prezi seems like an animated power point application which creates a focus in terms of memorising ideas. This would be useful as a revision tool of key concepts in English. All I can say is....WOW! The educational potential of these applications is HUGE!

Module 4

I have already used podcasts for assessment so this area wasn't unchartered territory for me. I actually have asked students to create podcasts for speaking tasks as it is a huge timesaver in the classroom. You don't need to assess speeches in the conventional manner anymore as long as your purpose, audience and criteria are clear. I have used keynote and powerpoint extensively and use this as a tool to revise concepts specifically for HSC candidates in Term 3. The use of vodcasts is an area which I need to do more of in the classroom however the accessibility of relevant technology can be problematic in my workplace. In saying this, I still need to explore the possibilities...Youtube has been helpful for identifying specific scenes in films set for study where I have added them as hyperlinks into my English Studies Iweb programs. There is much to be explored in Digital Storytelling and students seem to be engaged in their learning when used properly.

Module 3

I cannot believe the potential of Google Docs!
I have engaged with it once before (a collaborative document) and it was interesting to view the responses of others on an issue of interest. I can use this in the classroom, particularly to compose class text types and even a class powerpoint presentation. The idea of a collaborative digital text would be a way to engage students in their learning of English, especially at my school where most students have access to Macs. I have just created a data grid for my Year 11 Standard English class to explore the various notions of Power. Stay tuned for an evaluation!
I believe that Google Docs would definitely appeal to staff as this is an opportunity to work "smarter and not harder". By establishing the task using the applications and then explaining the task to students, the students will then "own" the task and students will also "own" their learning, moving them from dependent to independent learners. Looking forward to using this more frequently in my own teaching practice!

Just used it with Year 11.....they LOVED it! They thoroughly enjoyed using Google Docs as they were able to complete their data grid on Power. The girls were impressed and so was I! I will definitely use this with my classes!