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What I have learnt about E-Learning by Mind Map: What I have learnt about E-Learning
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What I have learnt about E-Learning

Programs

Scratch

Goanimate

CoverItLive

Mindmeister

Artpad

Pageflakes

Wetpaint

imovie

Garage Band

Audacity

The Shell Party

Inspiration / Kidspiration

Animoto

Glogster

Vuvox

Digied

Toondo

Imaginationcubed

Photostory

LAMS

Interactive White Boards (IWBs)

Classroom Uses

Lesson Activities, All KLAs

Classroom Organisation, News Groups, Reading groups, Maths Groups, Spelling lists, Table points

Other Uses

Excursions, Great Barrier Reef, NASA Headquarters

Connected Classrooms Program, Inter-School Debates, Helps students to become involved in community events and introduces them to peers outside of their own school., Students can learn about what students are doing in other schools, Teachers can more easily talk to colleagues and swap teaching ideas

Expert Speakers, Students can hear from experts who live on the other side of the world., Can be more time efficient and cheaper for parents

IWB Benefits

Enhances teaching rather than replaces teaching

Quick easy transition from lesson to lesson, ‘There is less interruption in transition from lesson to lesson’ (Kearney & Schuck, 2008. p.11)

Bring rich 'out-of-classroom' context into student lessons

Bring current topics into the classroom

Communication with other schools and teachers

Ease of organisation - no more lugging around books and resources

Resources only limited by imagination

Can save all work for assessment, and re-use purposes

Share lesson with teachers

IWB limitations

Not much allowance for student ownership

Open-ended, complex tasks requiring problem-solving and the construction of valuable products using real-world skills are limited (Kearney & Schuck, 2008).

Understanding Constructionism

What is it?

Han and Bhattacharya (2001) state that constructionism is ‘both a theory of learning and a strategy for education’ and asserts that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners don’t get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artefact that they can reflect upon and share with other.

Difference between Constructionism and Constructivism

Papert (1993, p. 3) differentiated between constructivism and constructionism: “The word with the v expresses the theory that knowledge is built by the learner, not supplied by the teacher. The word with the n expresses the further idea that happens especially felicitously when the learner is engaged in the construction of something external or at least sharable”.

How to achieve knowledge through Constructionism

1. Choose a topic 2. Describe audience 3. Create artefact 4. Pilot artefact (test) 5. Gain feedback 6. Reflect 7. Modify artefact (Han & Bhattacharya, 2001)

Benefits

Constructionism allows participants to reflect on their learning and what they are taking away from the instruction. This reflection process is helpful for both the facilitator and the participants, as constructionism is geared to prepare learners with skills that will make them life-long learners.

More information

Constructionism supports the constructivist viewpoint–that the learner is an active builder of knowledge. However, it emphasizes the particular constructions of external artefacts that are shared by learners. Although learners can construct and present knowledge or meanings without producing external products, the processes of construction are more evident when learners produce through social interaction with others and share representations of their understanding and thoughts (Han & Bhattacharya, 2001).

Why use Technology In the classroom?

Allows the quieter and more retreated students in the class to voice their opinions and be heard

Research shows that students ask one questions every 10 hours.

Creates interest and motivation for the students

Most technology is a novelty and it gives students something to do rather than do the same monotonous work on paper

Enhances research skills.

Students learn how to search the Internet properly, efficiently and successfully

Helps students gain skills in technology that will help them gain a career in their future

It has endless opportunities and ease for teaching NESB students or even to teach English speaking students a new language

Allows students to work at their own pace especially when at-home tasks are set

Allows teachers to incorporate many KLAs at the one time

Allows students to gain 'student ownership' of their work as well as publish it online

Parents, family and friends can see student work

Creates opportunities for both collaborative and individual learning

Can connect parents, teachers and students together to enhance communication and understanding of expectations of class learnings

Parents know what is expected of their child and can therefore help their child complete tasks at home.

Allows for much creativity and supports the idea of constructionism

Notes on the video Pay Attention

Our students in today's society are digital learners

Students were born into a digital world where they expect to be able to create, consume, remix, and share material with each other

Over 2.7 billion searches performed on 'google' each month

www = whatever, whenever, and wherever

ipod + podcast = anytime learning

Today's children and teens spend 2.75 hours a week using home computers

People use computers for "richness"

"It's not attention deficit, I'm just not listening"

On average, students get to ask a question only once every 10 hours

Why not use the technology that students love to create/reach/engage/teach more effectively?

When you lose your mobile you lose part of your brain.

Mbile phones have become and interestingly enabling tool. Invented to connect us all together, it has become something much more

There are nearly 90,000,000 ipods out there - why not use them to teach?