Thursday, August 20, 2009

Reflective Synopsis

So, my adventures as an E-Learning Manager have, for the moment, come to an end. It has been interesting, exciting, relevant and at times excruciating. As a Learning Manager in the 21st Century, I have developed an understanding of the importance of keeping track of rapidly evolving technologies. It is of my opinion that students need to be looked at as the future of society, and it is our responsibility as educators to provide them with opportunities that will both foster and extend their abilities.

Learning involves the ability to "maintain an open mind". (Marzano & Pickering, 1997). Marzano and Pickering (1997) argue that open-mindedness extends our knowledge base as well as enhancing our communication skills. To really understand the social diversity and technological abilities of our learners, we too must maintain an open mind and use materials which are relevant to the children in our classrooms.

Hargreaves (2001) suggests that teachers in today’s society must find a way to move forward with technology to better equip themselves and produce better teaching practices. This is done by creatively exploring and testing out what will work better for the children in their classrooms. Hargreaves (2001) also argues that effective teachers will seek professional opinions and guidance from others around them. I have found this to be extremely important during my blogging experiences. Collaboration with like-minded people can help to untangle complicated issues.

During my journey, I explored many technologies that would be of great benefit to me in my teaching career. All of these technologies I can imagine would be highly engaging for most students, though the tools that stood out the most to me were:
• Interactive whiteboards;
• Google Earth;
• WebQuests; and
• Avatars.

Interactive whiteboards have proven to me to be a wonderfully interactive learning tool. I have witnessed them being used in many subject areas, with the children continually wanting to try it out for themselves. During my allocated prac lessons, I have come across many websites which suggest possible teaching methods when using an interactive whiteboard. One such website suggests that “interactive whiteboards are becoming increasingly useful with a wide range of software to help you teach subjects in new and stimulating ways.” (Interactive Whiteboard Lessons, 2006).

Google Earth offers an alternative to mediocre globe which should be found in all classrooms. This tool provides students with a hands-on learning experience, which many constructivist theorists will argue is a vital aspect to effective learning. One such theorist is Kegan (1982), who believes that “learning is highly tuned to the situation in which it takes place”. With this in mind, would students be more likely to learn from viewing 3D images of the world from Space, or from a dusty globe?

The use of WebQuests in the classroom is one that I am definitely looking forward to implementing in future practice. The Queensland Department of Education and Training (2004), suggest that students must feel a sense of “connectedness to the world”. WebQuests are an excellent way to do this, as students can be confronted with real-life problems within their community and work together to come up with practical solutions.

Avatars provide an exciting ‘new teacher’ in the classroom, rather than listening to the Learning Manger constantly. Marzano and Pickering (1997) argue that for students to develop positive attitudes and perceptions towards classroom task, means to provide them with a multiplicity of ways to engage them. “Few would argue that when students are highly engaged in tasks, they learn more”. (Marzano and Pickering, 1997). This may pose as challenging for many teachers, however Avatars offer a simple initial solution to this problem.

After perusing many of my fellow BLM students’ blog postings, I have developed a barrage of ideas and resources to incorporate into my teaching strategies. Keeping this in mind, I realise that it is essential that I continue to search for new and interesting ways to connect to my students and enable me to enhance my comprehension of the ‘digital native’ language.

As all other teaching strategies, the use of technology should never stand alone in the delivery of information. To achieve outcomes in all learners means to cater for all learning styles. Not all students will be confident using a computer, let alone the Internet. We must not be naive to the fact that although our students were born as ‘digital natives’ they may still require responsible guidance when undertaking technology based tasks.



Department of Education and Training. (2004). New Basics Project: Connectedness to the World. [Electronic resource]. ( Retrieved 20 August 2009.

Hargreaves, D. (2001). Creative professionalism: The role of teachers in the knowledge society. London, UK: Demos.

Interactive Whiteboard Lessons. (2006). Smart Board Lessons In The Classroom & Smart Board Info. Interactive Whiteboards. [Electronic resource] ( Retrieved 20 August 2009.

Kegan, R. (1982). The evolving self: Problem and process in human development. Cambridge, MA: Harvard University Press.

Marzano, R.J.; Pickering, D.J.; Arredondo, D.E.; Blackburn, G.J.; Brandt, R.S.; Moffett, C.A.; Paynter, D.E.; Pollock, J.E. & Whisler, J.S. (1997). Dimensions of Learning: Teacher’s Manual. Colorado, USA: McREL.

Wednesday, August 19, 2009

Voice Thread

VoiceThread is where "group conversations are collected and shared in one place from anywhere in the world...(It) is a collaborative, multimedia slide show that holds images, documents and video and allows people to navigate pages and leave comments." (VoiceThread, 2009).

This site is amazingly easy to navigate and operate! Although, it did take quite some time to upload my photos, and in the end, I had had enough! Then, I decided to browse through other's which gave me some great ideas on how to use this tool in the classroom. During a SOSE lesson on Natural Disasters, the Learning Manager could upload photos of the effect of different disasters and have the students comment on what disaster they think it might be and why. This would also need to incorporate research strategies.

Student collaboration is an important aspect of classroom practice. Marzano & Pickering (1997) argue that when students are given "opportunities to work in groups toward a common goal, when structured appropriately (it) can help students feel accepted by their peers."

VoiceThread recognises the need for privacy and thus have created a spectrum for displaying one's work. It can be accessed by the entire world, or only by a small group. I consider this to be extremely important when dealing with children. VoiceThread also offers and section dedicated to education, where content is restricted for viewing by students and was designed to be "a place for creating and collaborating on digital stories and documentaries." (VoiceThread, 2009).

Many possibilities for using this site in the classroom, just another way to bridge the gap!




Marzano, R.J.; Pickering, D.J.; Arredondo, D.E.; Blackburn, G.L.; Brandt, R.S.; Moffett, C.A.; Paynter, D.E.; Pollock, J.E. & Whisler, J.S. (1997). Dimensions of Learning: Teacher's Manual. Colorado, USA: McREL.

VoiceThread. (2009). K-12 Solutions. [Electronic resource]. ( Retrieved 20 August 2009.

Using Music on the Web

There is a lot to consider when using music from the Internet as most music is copyrighted and therefore can not be used without written permission from the person who wrote it.

There is however, many websites that cater for royalty free music. According to Bainbridge (2005), royalty free music "is a term that refers to production music that has no additional fees to pay once the music has been bought. It is purchased once and can be used again and again."

Using music in the classroom can have great benefits for many children. Howard's (1993) theory of multiple intelligences describes potential pathways for learning, one of these pathways is through music. It is essential for a Learning Manager to be 'in tune' with their students and provide alternative materials which will "facilitate effective learning" (Armstrong, 2000).




Armstrong, T. (2000). Multiple Intelligences. [Electronic resource]. ( Retrieved 19 August 2009.

Bainbridge, S. (2005). What is Royalty Free Music?. The Beat Suite. [Electronic resource]. ( Retrieved 19 August 2009.

Gardner, H. (1993). Multiple Intelligences: The Theory in Practice. New York: Basic.