Tag Archives: technology

Assessment item 3 – Online Activity and Evaluation – “Coca-Cola Is Testing a Paper Bottle”.

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YouTubeNew

(YouTube, n.d.).

Assessment item 3 – Online Activity and Evaluation – “Coca-Cola Is Testing a Paper Bottle”.

Introduction and learning outcomes.

The intended audience for this exercise comprises of intermediate ESL learners. All in which have varying abilities and experience in the English language and use of technology such as mobiles, personal computers, tablets and interactive software, for example YouTube. The main intent and outcome are to ensure students can interact and learn effectively from YouTube and Quizlet. Other learning outcomes related to the listening and comprehension exercise are – 1. Identify and comprehend the main idea and supporting details of a short academic listening task with some simplified vocabulary and presented at a pace slowed by pausing and repetition. 2. Use stressed words to identify key details from the listening task. 3. Use intonation to make inferences for both the listening objective and using the technology. 4. Identify numerical information and timelines on YouTube. 5. Able to take notes using a partial outline informal listening passage. 6. Use completed outlines to answer questions and summarise.

Analysis in line with educational theories.

These tools relate and draw on two main theories of education, connectivism plus constructivism and touches on the experiential learning, which may lead to further experimentation by the learner and increased motivation (Kolb et al., 2014). The connective aspect from the tools addresses new ways for the student to connect, network and learn online, enhancing the learner’s experience. The learner also draws on experience and knowledge to construct new pathways to interact with the technology (Minnesota State University, n.d.). These chosen technology platforms help the learner engage with common proven tools used in education today. They help personalise the learners experience to make it more interesting. The comment and chat section assists the learner to engage with the teacher and others within the chosen technology. This translates into a modern learning experience that ensures better educational outcomes for the learner. The chosen technology meets the learner’s needs, as the ESL genre related content can easily be adapted to YouTube and Quizlet to enhance the teaching and learning experience. Pace of delivery can be personalised by the student along with the formative assessment, allowing flexibility. This feature caters for varying levels within the cohort of learners. A systematic approach to the overall design ensures that the task is suitable and accessible, across devices such as mobile and PC (Perkins, 2019).

TPACK, connectivism and constructivism.

The assigned online task sits between two learning frameworks, traditional pedagogical and technology learning frameworks, based on connectivism and constructivism. The TPACK model (Technology, Pedagogy, and Content Knowledge) adds technology to pedagogical content. When considering the TPACK model, prior experience as well as learner motivation and readiness were the key elements when choosing the technology and designing the content. One of the main theories that relate to the task is connectivism. This theory was discovered by George Siemens is a relatively new and relates to networks and how learners can learn online. These chosen tools use the internet to draw on that theory. Students can study at their own pace and create networks online to help them learn at a personal level (Dudas, 2016). In relation to this task, the student obtains knowledge from the network and organisation to gain further knowledge through the cycle. When learners learn to interact with familiar tools like YouTube, they establish a learning habit for further discovery, which improves digital literacy and enhances critical thinking. (Howell, 2013, p. 28). This ensures the learner is potentially tech ready for further education (Jones, 2020). The tools encourage the learner to self-research online and seek information from peers and teachers relevant to the task in a collaborative way. By introducing a learning environment in line with connectivism it ensures the learner is able to navigate a variety fields in the future related or unrelated (Minnesota State University, n.d.). YouTube and Quizlet help transfer the listening task in meaningful ways relevant to the digital age. Currency of the tool also ensures the learner engages with interest with previous knowledge. Engagement especially with Quizlet combines established and new methodology to the interactive learning space. This leads to the theory of constructivism “describing how learning happens, regardless of whether learners are using their experiences” (Howell, 2013, p. 23). When considering the tools, constructivism is an important theory to take into account. Usually when we design tools and content, we allow the learner to utilise previous knowledge and build on that knowledge when interacting with the tools. The chosen tools reflect the background of the learners so that they can use the technology with ease. An example being is that the learner can navigate menu tools from previous knowledge, leading to a seamless user experience. The assumption is that the learner can build on previous skills when interacting with YouTube and Quizlet. The design of the tools takes active learning into account, where learners engage actively to what they are learning. This allows for “meaningful connections between prior knowledge, new knowledge, and the processes involved in learning”(McLeod, 2019, p. 1. para 4). Learning via these tools becomes an interactive approach, while keeping this theory in mind. The teacher helps construct the students own knowledge with aid from interacting with the tool. Thus, the teacher’s role becomes interactive and less one directional. The design of the tools is around the student and not the teacher. They represent numerous modes, text graphics and audio that the learner can reflect and build on. This allows the student to remain alert through the whole learning experience. The end result being that the tools reflect the student’s interest, which leads to valuable and productive learning outcomes. When the learner interacts with the tool, many questions can arise sparking vital discussion and feedback. This can relate to the content or the tools themselves in relation to modification (Brooks & Brooks, 1999).

Feedback features and conclusion.

The tools do have and integrated feature to allow for feedback. The feedback features are comment and reply-based mechanisms. This can be a productive way to receive feedback on learner content and the tools. Where an automated feedback feature is not present a PDF or word document can take its place. This can be a form or template, with pre-defined questions with free format, allowing feedback to be personalised and secure with the option of anonymity. The feedback feature also gives the student a sense of wellbeing and enthusiasm for learning. Along with feedback from the learner and if published to the wider internet? The learning task can receive feedback (in form of constructive comments) for improvement from other professionals and peers in the education sector (Dudas, 2016). After analysing feedback through numerous stages of this course, via a connected online classroom in form of discussion forums, blog comments and direct feedback from peers and educators. I have learnt to apply new invaluable skills, insights and techniques, to further develop, refine and deliver technology teaching content. This has the potential of improving learner outcomes in line with performative learning and learner centre models. The learning outcomes reflect the use of technology in a more explicit way with connections to the TPACK model, connectivism and constructivism. This helps integrate relevant technology with teaching and learning, modernising experience, while improving learning outcomes for the students.

Quizlet

(Quizlet, n.d.)

 

 

 

 

 

 

 

References

Brooks, J. G., & Brooks, M. G. (1999). In search of understanding: The case for constructivist classrooms. AscD.

Dudas, B. (2016). Connectivism B. Dudas; YouTube. https://www.youtube.com/watch?v=a8kqcs2aR9c

Howell, J. (2013). Teaching with ICT: Digital pedagogies for collaboration and creativity. ProQuest Ebook Central.

Jones, D. (2020). E-learning Essentials 2020. Pressbooks

Kolb, D. A., Boyatzis, R. E., & Mainemelis, C. (2014). Experiential learning theory: Previous research and new directions. In Perspectives on thinking, learning, and cognitive styles (pp. 227-248). Routledge.

McLeod, S. (2019). Constructivism as a theory for teaching and learning. https://www.simplypsychology.org/constructivism.html

Perkins, R. A. (2019). Assessment and evaluation in online learning. Library Technology Reports.

Quizlet, (n.d.).  Quizlet Learning Logo, Quizlet. https://www,quizlet.com

University, M. S. (n.d.). Learning Theories: Connectivism. Minnesota State University. https://cornerstone.lib.mnsu.edu/cgi/viewcontent.cgi?article=1137&context=all

YouTube, (n.d.). YouTube Logo, YouTube. https://www.youtube.com

Learning Resources

Aschman, A. (2021). Coca Cola is Testing a Paper Bottle. YouTube. https://youtu.be/VfvZuDz34n4

Aschman, A. (2021). Coca Cola Paper Bottle FlashCards. Quizlet. https://quizlet.com/au/599237466/coca-cola-paper-bottle-flash-cards/

Aschman, A. (2021). Coca Cola Paper Bottle Learn. Quizlet.  https://quizlet.com/599237466/learn

Aschman, A. (2021). Coca Cola Paper Bottle Test. Quizlet. https://quizlet.com/599237466/test

Other Resources

Aschman, A. (2021). Task Review Feedback Form. Task Review Feedback Form

 

 

Blog Post 5 Challenges and affordances needed for accessibility and inclusivity

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(Seale, 2019).

Challenges and affordances needed for accessibility and inclusivity
There are many challenges and affordances relating to accessibility and inclusivity of technology within the educational sector. Accessibility and inclusivity for technology is guided by Government legislation, universal guidelines and standards in collaboration with stakeholders (Seale, 2019, p.10). The stakeholders being the government, educator, learner, software companies and developers and third parties, such as hardware companies.
The challenges that exist for educators, hardware and software developers is the contextualisation of the technology to suit everyone with in a cohort of learners. Learner’s needs need to be identified prior to software and hardware development. The feedback sort from learners is in form of discussion, research and surveys which identify what is important to them (Seale, 2019, p. 18). Software and hardware developers apply this collected information to develop relevant, accessible and inclusive technology. A couple of examples of well-known software apps developed in this way are YouTube and Quizlet.
These apps can be easily used and adapted to suit any classroom environment. YouTube uses the accessibility features of android and other operating systems to ensure the learner receives an accessible seamless experience. A couple of notable accessible features are support for the vision impaired with a talk back feature and subtitles for hearing impaired, as well as for reinforced learning for learners of English as a second language (“Accessibility for YouTube mobile app”, n.d.). Quizlet also adapts well to operating systems but have built in features for accessibility, such as enlarge text and voice over capabilities (“The Quizlet App: now with voiceover for users with impaired vision”, n.d.).
As an ESL teacher, I choose applicable apps and software as identified above, that reflect the demographics and abilities of the class. It is important to have accessible apps to ensure the best learning outcomes for every student in line with fair and ethical standards.
References:
“Accessibility for YouTube mobile app”, n.d., https://support.google.com/youtube/answer/6087602?co=GENIE.Platform%3DAndroid&hl=en#zippy=%2Cturn-accessibility-setting-onoff

“The Quizlet App: Now With VoiceOver for Users with Impaired Vision”, n.d., https://quizlet.com/blog/the-quizlet-app-now-with-voiceover-for-users-with-impaired-vision

Seale, J. (2019). E-learning and disability in higher education: accessibility research and practice, Routledge.

Blog Post 4 Ethics and Privacy

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Ethics and Privacy
Ethics and privacy regarding adoption of technology in education today is met with many challenges for both the educator and the learner. Many areas of educational policy and issues need consideration to ensure there is a correct balance for all concerned parties. These include affordability/accessibility of technology for the learner, information collected and stored, trust and accountability of that information, content creation, and owner of content (“Application of the Privacy Act to the University”, n.d.).“In the digital world we define ethics as the systematization of correct and incorrect behavior in virtual spaces according to all stakeholders” (Pardo and Siemens, 2014, para 3). “Privacy is defined as the regulation of how personal digital information is being observed by the self or distributed to other observers” (Pardo and Siemens, 2014, para 3).
When we interact with technology in the classroom or in an online environment, we are giving a level of consent to share personal information and content we create. When using that technology, information may be collected by the learner’s institution or subsequently by third parties (Big Tech). The level of consent needs to be clear and concise for both the collector and user on how the stakeholders collect, store and use information. A breach of privacy may occur if there is no consent or the wording within a disclaimer is vague or not precise. This may lead to ethical concerns with stakeholders. Another example of ethical concerns is when learners participate in digital spaces leading to pirating content, bullying, harassment, and embarrassment of others (Buchanan, 2019, p.2).
Educational institutions are wary of these situations occurring and mitigate with proper procedures and policies, as prevention. Procedures include ethics and privacy committees to review how technology stores and uses information, in line with the institution and business’s overall policies and procedures. Design of policies and procedures regarding the collection and use of information is guided by obligation of the The Privacy Act 1998, National Privacy Principles in Australia,2006, and Privacy Amendment (Enhancing Privacy Protection) Act 2012 (“Application of the Privacy Act to the University”, n.d.).
It is in the best interest for these businesses and institutions how they handle private information to maintain the trust of the learner or student. For example, when ethics and privacy policies are well designed and agreed upon in line with government legislation; privacy can be maintained, which allows good educational outcomes preventing unnecessary future problems and litigation.
References:
“Application of the Privacy Act to the University”, n.d., https://policy.csu.edu.au/document/view-current.php?id=218

Buchannan, R (2019). “Digitial Ethical dlimemmas in Teaching” Encyclopedia of Teacher Education, https://doi.org/10.1007/978-981-13-1179-6_150-1

Pardo, A. and G. Siemens (2014). “Ethical and privacy principles for learning .” British Journal of Educational Technology 45(3): 438-450.

Draft of learning activity (Blog post 3)

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Topic – “Coca-Cola Is Testing a Paper Bottle” (Humphries, 2021)

Reflection and thoughts

This activity is designed around a 10-minute listening and comprehension exercise with the use of YouTube and Quizlet. The need of this activity reflects on the expectation of modern-day teaching practices to improve on delivery and learning outcomes for both the learner and the educator.

  • The learning outcomes being addressed by the learning activity.

Engages the learner to be active with technology and encouraging connectivity

Prepares the learner for the future by using and integrating technology at an early stage

Learners benefit from using a variety of representational media, as well as understand complex recorded or spoken information on the topic studied.

Improves collaboration and helps the teacher connect with the learner. (“Top 5 Benefits of Technology in the Classroom.” n.d.)

Ascertain the learner’s level of proficiency (“Guide to Teaching with Technology,” n.d.)

  • The learners’ needs, who are they and what do you expect of them.

Improve English proficiency across genres of reading writing, listening, and speaking and apply that knowledge to everyday and professional situations.

Understand English recorded across media platforms and apply that understanding in daily life.

Gain confidence and inclusiveness by familiarising themselves with new related and existing technology

Plan – Learners utilise a flash card activity via Quizlet to understand and reinforce complex vocabulary prior to listening to the audio video via YouTube. After the video learners continue with a quiz delivered by Quizlet.

  • How this technology creates an experience for learners that is interactive, meets their needs, and addresses learning outcomes.

Both YouTube and Quizlet are designed around education in mind. While YouTube can be used for other media purposes it can also be used as an educational tool. It addresses reinforcement, revision, creative and interactive learning. Quizlet also addresses these criteria but include further interactive uses, reinforcement, and assessment (Application) in line the relevant activity creation in ESL teaching. Keeping these points in mind the activity changes the behaviour of the learner, connecting learners with technology and building on existing knowledge when using the technology.  Considering these applications together with the activity addresses the learning outcomes outlined in this blog.

  • The learning theories you have used to apply your knowledge.

Learning theories drawn upon are connectivism, constructivism, experiential learning.

 

 

References

(n.d.). “Guide to Teaching with Technology, .” Retrieved April 04, 2021, 2021, from https://ecampusontario.pressbooks.pub/teachingtech/chapter/chapter-5-learning-outcomes/.

Humphries, M. (2021). “Coca-Cola Is Testing a Paper Bottle.” from https://au.pcmag.com/news/85621/coca-cola-is-testing-a-paper-bottle.

University, W. (n.d.). “Top 5 Benefits of Technology in the Classroom.” Retrieved April 01, 2021, 2021, from https://www.waldenu.edu/programs/education/resource/top-five-benefits-of-technology-in-the-classroom

 

Challenges and Value afforded for Learners and Teachers using Online Educational Technologies (Blog Post 2)

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Technology has changed the landscape of learning and teaching, but without numerous challenges for both the educator and the learner. This is noticeable on all levels of pedagogical education from early childhood to adult education. Curriculums as well as delivery methods changed from traditional methods to blended and integrated design learning. The design process with educators and learners still presents obstacles today, especially when collaborating with learners. (Sharpe, 2020)

The learning environment requires student input to ensure relevant technology is suitable for the curriculum and delivery of content. Educators being mindful of this face many budgetary challenges to achieve these goals. Software and hardware can be very expensive and educators find these decisions testing when staying within budgetary limits.

Correct technology needs to be relevant for the subject and topic on hand. Mandating specific technology can leave teachers without the tools and skills to integrate that technology into their teaching techniques. The technology is then underutilised and used in a way that reflects older teaching methods rather than integrating the technology to improve on delivery. The result being unbeneficial for the learner and educator (Nelson n.d.). e.g., If Quizlet (the flash reinforcement app) is mandated and the teacher does not utilise this technology to blend in with content and delivery? It can be loss to both the educator and learner financially and educationally.

Other challenges which present themselves, are resistant to change where educators see technological experimentation outside the job descriptions, personalise learning where technology is not personalised for specific learners and failure to use technology with formative assessment practices to suit the specific technology (“Top 5 Benefits of Technology in the Classroom,” n.d.). Considering this, Spiral and Pear deck are great tools where technology integrates successfully with formative assessment (“Top Tech Tools for Formative Assessment,” n.d.).

Despite there being challenges, there are many benefits where technology adds value to the teaching and learning environment. Technology creates an engaged environment where there is advance collaboration and participation between the educator, peers and the learner. It incorporates and encourages different delivery and learning styles to traditional teaching. Lastly, it prepares both adults and children for future education and the workplace.

Technology is here to stay in regard integration with education, even though challenging environments presents themselves with the educator and learner, the benefits will override the challenges.

 

References

Dr. Lorraine Nelson, D. J. L.-T. J. W. (n.d.). “Teaching with Technology A Guide for Teachers.” from https://cmuedtech.atavist.com/teaching-with-technology.

 

Education, C. S. (n.d.). “Top Tech Tools for Formative Assessment.” Retrieved April 3, 2021, 2021, from https://www.commonsense.org/education/top-picks/top-tech-tools-for-formative-assessment.

 

Sharpe, H. B. a. R. (2020). Rethinking Pedagogy for a Digital Age Principles and Practices of Design. New York and London Routledge.

 

University, W. (n.d.). “Top 5 Benefits of Technology in the Classroom.” Retrieved April 01, 2021, 2021, from https://www.waldenu.edu/programs/education/resource/top-five-benefits-of-technology-in-the-classroom.

 

 

Blended Teaching Techniques a Connective Approach (Blog Post 1)

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One of Knowles theories put in practice today is connectivism which is the theory of blending technology together with traditional teaching, which is also known as design learning. There are many examples of technology that make up the learning experience in Face-to-Face and online distance learning. This hybrid way of learning brings learning to a new era for both the educator and the learner. (Sharpe, 2020)

Most common technology use in the classroom are PCs, mobile devices, smart TVs and projectors, YouTube, Power Point, Learning management systems (LMS), Word Press, and discussion forums. Other technologies of software origin that have come to the forefront over the recent years are educational reinforcement aids such as Quizlet, Kahoot and Zeetings.

The two technologies, YouTube and Quizlet are the chosen focus points of this blog due to their wide use and accessibility for both the teacher and the learner. These two tools help break up information into smaller chunks for the learner, also known as micro learning. They help with reinforcement and gauge a learner’s interim level of competency. These apps support integrating original learning content from the educator and third party content from other sources, which ensures a wide range of relevant content for the educator and learner. Uses for this technology apply to face-to-face learning and distance learning via the internet. They are accessible simply by accessing a URL that opens in an app or an internet browser, which makes it easy during delivery for both the educator and student.  YouTube uses include supporting teaching content by reinforcing and delivering media information as well as breaking information into smaller digestible chunks. Quizlet uses reinforcement techniques with virtual flash cards, which teachers integrate within their delivery content. Students can access Quizlet flash cards and relevant YouTube media at any time with a mobile or PC and internet connection, supporting reinforced learning.

The technology above while definitely enhances the teaching and learning experience today; still face many challenges, for both the educator and learner.

 

References

Sharpe, H. B. a. R. (2020). Rethinking Pedagogy for a Digital Age Principles and Practices of Design. New York and London Routledge.

 

 

Educational technology you enjoy using

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I taught an ESL class this week and integrated a YouTube clip into the lesson. It was mainly used for reinforcement and as an introduction to the topic. This also helped break down some critical need to know information prior to the rest of the lesson to help understand the topic within the genre. I delivered the clip via a smart TV but have used a PC and projector in the past to achieve the same result. Integrating YouTube into the lesson can relate to Knowles Theory of connectivism, where technology is used as one of the steps of forming connections with the learner and technology. My second piece of technology I tend to like as a teacher are eBooks. I like how eBooks are interactive forming a connection with learners. Learners can use basic search techniques to locate and scan specific information within a book, which results in finding relevant information quicker.