WEBSITE REFLECTION
My Weebly link
Websites are considered mostly static, as students cannot
contribute to content. They are mostly used for delivery of content and are
considered as WEB 1.0, until the webmaster changes content. A website will only
provide a form of lower order thinking if the student is only instructed to
learn and recite the content that is on the website. Websites would fall under
the Substitution category reflecting on the SAMR model.
BLOG REFLECTION
Explore
the technical features of Blogger.com
General
layout features.
Header, Navigation bar- About, contact, social connections
(sharing), search, email, the post, body page, sidebars, comments bar, About
me, Blogs Archive
Page views graph, updates table, stats, (more below)
How is a blog
constructed and presented
A blog is constructed by pushing the create blog button
Add title, address, and choose template.
Presented with a heading and text block, can picture image
box, can be changed to suit users preferences
Adding a post, click on your blog title, a new bar navigation
bar appears on the left side, click on new post button, and add content.
Can it be customised?
Custom domain names, Templates, Background, Adjust widths, Layout
The design of your blog can be changed and altered.
What types of files can
be embedded and/or linked to
Media (video), link websites, text, HTML files, PDF
Can media
be used in your blog?
YES
Blogs have many benefits within the
classroom.
·
Encourages independent learning via
collaborating of information and using higher order thinking skills to
synthesis, analysis, and evaluate content to form individual ideas.
·
Reading and contributing to each other’s blogs
allows for creativity to be shared for the evolving of thought processes.
·
Allows for students to reflect on their learning
path, while critically examining their diverse learning needs.
·
Can be used to construct assessment pieces,
allows for visual thought processes that can be adjusted by formative
assessment.
·
Peer learning, encouraging students to help one
another, via comments.
·
Allows for sharing of content, video links,
text, images.
·
Can form a classroom hub, with class rules and
codes of conduct.
·
Blogs can involve parents, to allow for
contribution and address and learning concerns.
·
Teachers can post weekly prizes and positive
recognition to install motivation.
USE the SAMR model to identify how blogs could be used at each level of
SAMR
Substitution- Displaying of content.
Augmentation- Being able to comment on a post.
Manipulation- Create presentations individually that have
multimedia content.
Redefinition- Using blogs for the collaboration of new ideas,
and creating a peer learning group for the purpose of producing an end product
as a group, using multimedia content.
WIKI REFLECTION
Wiki-spaces Classroom is a social writing platform for
education that is an extension of the traditional classroom environment. Wiki
benefits teachers and students with the ability of working in collaboration for
the collection of content to achieve a particular learning outcome. Wikis are
open to all members that have permission and can be accessed on multiple
technologies, including, browsers, tablets and phones. Technical issues can
also be facilitated via Wiki as collaborative help and support is achievable.
There are multiple ways in which Wikis can be used. For example, wikis are a
live document that can be edited and evolved by multiple authors, however
editing issues have been identified. Educators could have students set their
own Wikis up and have teacher access, and allow each student to edit their own
Wikis. Even though Wiki can be used in this way, unfortunately it removes a
major part of what Wiki is all about, which is the collaboration of content and
adding individuals own ideas and perspectives. Using Wiki classroom in its
traditional manner, i.e. having the teacher setup as the organiser and the
students as members, builds intellectual trust as wiki relies on the assumption
that all authors have good intentions.
Wiki classroom is a safe Social network platform based on
set tasks that can be accessed only by set permissions allowing constant open
access for both teacher and student. Students have the flexibility to complete
work activities at their own pace, while teachers have the ability to provide
formative assessment while monitoring participation and engagement. The teacher
can also adjust tasks to cater for diversity and equity as some students may
find work to easy, or to difficult, allowing the teacher to provide support, or
challenging learning goals.
The way I would use Wiki classroom is as follows. One of my
disciplinary areas is Industrial, Technology and Design (Manual arts). I would
allocate all students with a project that has been manufactured i.e. Toolbox.
Once the students have seen the project, my task for them is to create a
manufacturing plan of that project. While the teacher can provide documents and
resources embedded into Wiki, this only provides for lower order thinking as
outlined in blooms, and the substitution level of the SAMR model. Moving to the
next level of the SAMR model, Augmentation, is providing students with content
and having the ability for students to comment on that content, still at the
lower order thinking level. At the modification level of the SAMR model, Wiki
can be used to display content, provide step by step instructions, and have
students communicate collaboratively while providing transformation of how this
unit has previously been delivered without the use of ICT. To maximise Wikis
potential for the facilitation of higher order thinking for my proposed unit of
work is to firstly allocate students with one class project. The set task is
for the class to collaboratively work through specific headings of how to
produce the project i.e. Safety, tools to be used, cutting out processes, and
assembly processes. The wiki would provide areas to input content under each
heading. Each student would need to contribute their own ideas and provide
evidence of how, what and why to provide a justification on choosing their synthesised
content from research. Once all students have contributed to the Wiki under all
headings, the final complete plan can be created. This process falls under the
Redefinition heading as outlined in the SAMR model as the delivery of this unit
has completely transformed from traditional methods previously used. As Blooms
describes, that processes involving, synthesis, analysis and evaluation are
higher order thinking skills that students had to facilitate to be able to
justify the contribution of content into the classroom Wiki.
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