Monkey scribbles …

 I am increasingly becoming interested in the concept of the ‘Flipped Classroom’ and the impact on the role of the learner, and the teacher. There is a growing amount of information both through written articles, and multimedia that educators are starting to document the processes, impact on learning of individuals, and level of engagement whilst using this strategy. Educators are also reflecting on why they think this is the way to head with the delivery of subject matter, and facilitation of individuals in the learning process.

Aaron Sams who currently teaches Science in Woodland Park Colorado has documented his reasons about why he chose to implement this strategy with his classes.

Check out the following link to hear Aaron Sams explanation of why he has started to use the concept of a Flipped Classroom with his students.

Reflection

• Do you, or others that you work with, have any experience in using ‘The Flipped Classroom’ model?  (Maybe you could share some thoughts?)
• Do you think this is a strategy that can and does work with learners?

 Osborne (2012) identifies that there is a growing trend in educators saying “yes” to the use of social media in classes with students. In her article, “Ways to use Facebook effectively in class“, Osborne asks the question “Can social media be used effectively in class?” and then continues by stating that “there are many valuable education resources that can be exploited by teachers in the classroom” through this interface. Facebook is a communication tool and it is evident that more, and more people are turning towards using it.

Facebook statistics at the end of December 2011 indicated that:

•  there were 845 million monthly active users of the site;
• approximately 80% of the monthly active users of Facebook were outside the U.S. and Canada;
• there were 483 million daily active users on average;
• there were more than 425 million monthly active users who used Facebook mobile products; and
• Facebook is available in more than 70 languages.

Cruz (2011) states that “The technology provides an innovative alternative to bricks-and-mortar schooling, enabling personal learning, interactive learning and many-to-many learning. The cloud also allows students to interact and collaborate with an ever-expanding circle of their peers, regardless of geographical location”.

An interesting article “How Cloud Computing is Revolutionizing Education”, describes a young girl, Bridey Fennell, and how her parents pulled her out of high school for five months, so the family could sail their new catamaran from Brazil back to the United States. The challenge became more than a nautical one for the family with questions including: How could they keep Bridey, then a sophomore in Illinois, from falling behind in her schoolwork?

Writers, educationalists, even those in technology related fields observe and clearly state that “Cloud computing is changing the ways people do personal learning, interactive learning and many-to-many learning, in the primary, secondary and higher education spheres”.

Reflection

What are your thoughts about cloud computing, its usefulness, and effectiveness with learners today?

Kinash (2011) defines mobile learning (m-learning) “as a portable process of teaching and study using internet-connected devices such as laptops, tablets and smart phones”. She identifies that there are two defining features of mobile learning represented in the words of the term: (1) educational technology allows students of all levels to have their resources available at all times whether they are at home or school; and, (2) that the devices are used for educational purposes.

In her article, Kinash states that before the iPad became readily available “mobile learning was on the periphery of education”.

Five features are identified as common for those schools and universities that are implementing mobile learning through associated devices. These include:

1. the use of eBooks;
2. educational content is effectively chosen, and the organisational framework is explicit;
3. ownership of the mobile device is the individuals;
4. the internet redefines the nature of the teacher through mobile use; and,
5. teachers direct the students’ use of technology during the class.

An important point to note is the fact that a fundamental feature for quality mobile learning is the need for a complimentary pedagogy, and a well-thought out plan for the implementation of mobile devices into an educational setting. Without both of these, I believe that, the success of using mobile devices as one of the learning tools will not be as effective  in the richness of the educational experiences had by individuals. Kinash (2011) states that “Mobile learning allows heightened opportunities for good teaching and learning processes that should be fostered with or without digital technologies”.

A series of questions are raised as researchers at Bond University investigated the use of mobile technologies and the impact on learning. They are attempting to build a body of evidence relating to individual achievement. The questions included:

• Did mobile learning make a difference to student achievement?
• Did the students think that mobile learning affected their academic success?
• How did the students use the digital devices using class time?

In summary, the research was viewed optimistically. It was seen that “Mobile learning is an education initiative worth pursuing and continuing to research”. By conducting research projects into the area of mobile learning, researchers and educators will be considering ways in which student engagements can be enhanced, and the growth in applications that are both rich and appropriate for both in and out of the formal learning space.

Reference

Shelley Kinash. 2011. “It’s mobile, but is it learning?” Education technology solutions. Available at: http://works.bepress.com/shelley_kinash/65

Kearney et.al. (2012) states that ” Mobile learning or m-learning is a relatively new phenomenon, and the theoretical basis is currently under development”.

Reference

Kearney, M., Schuck, S., Burden, K., & Aubusson, P. (2012). Viewing mobile learning from a pedagogical perspective. Research in Learning Technology 20:
http://www.researchinlearningtechnology.net/index.php/rlt/issue/view/1432

I was trying to find a good way to describe or explain what Dropbox is, and I would have to agree with MaximumPC who state that “Dropbox is, in a word, awesome”. From my humble introduction to this practical example of cloud computing, I am in another single word a “convert”. Gone are the days of carrying a USB or external storage device. Instead each of my mobile devices, desktop machine, and laptop have Dropbox downloaded and available so that my resources are accessible 24/7 no matter where in the world I am. When stumped at how to share some really big files with others, Dropbox has frequently come to the rescue. A quick invitation, and setup of the interface by the receiver has meant that in a short space of time they have been able to view the presentations, images, or video clips that I have shared.

In brief, the online cloud storage solution Dropbox, allows users to store their files on the servers of the cloud service provider. When the user installs the Dropbox application on their computer a specific folder will be created that syncs to their online storage account. If the user modifies or adds a file within that folder then the changes will also be reflected on their online account. Syncing can take place as the user works with the file or each time the computer is networked to the internet. The cloud service acts to provide a back-up of the user’s files.

There are many advantages for using Dropbox as an educator, and for encouraging learners to explore, and install the online cloud storage solution. If you haven’t already become a Dropbox “convert” then add this as something to your must follow up urgently list.

Resource

YouTube clip using a simple example to explain What is dropbox?

Larkin (2012) states that to establish a basis for understanding what cloud computing is, one should “Imagine a scenario in which computing applications and documents are not only maintained on a personal computer, but also stored on the internet; accessible anytime and anywhere via a connection to the internet”. For educators, cloud computing has many benefits for learning and teaching. It allows individuals the opportunity “to efficiently share and manage curriculum projects anywhere and anytime (Larkin, 2012)”. It promotes the concept of collaboration between learners, between teacher and learner, and between school and home. Larkin’s article particularly focuses on two practical solutions for the classroom teacher when embracing cloud computing, namely: cloud storage, and intelligent notebooks and document collaborations. He suggests that “Educators should tap into the cloud and explore the available tools …”. Whilst cloud computing offers a variety of positive experiences, it is also indicated that it is not infallible, and like anything related to technology that there should be a contingency back-up plan.

With the exponential growth in technology, and impact of learning in the 21st century, cloud computing should be seen as another tool that can assist and support the experiences and opportunities of individuals. It will allow individuals the ability to stay in touch with their projects, resources, colleagues, and others regardless of where they are, or when they need to have access and a connection to the world wide web.

Resources

John Larkin states that “The Cloud is here. Tap in to the power of the Cloud to efficiently share connections, activities and resources with other educators and also with your students”. Check out his resources and related articles.

Reference

Larkin, J. (2012) Education Technology Solutions. Cloud Computing. 46, 80-82.

Kemp (2011) writes that “Contrary to the fears of educators and parents alike, it seems that using modern technology may actually be associated with better literacy skills in children”. A research study conducted by psychologists at the University of Tasmania, identified a strong link between primary school children’s use of text abbreviations and improved literacy. Many have thought that this is not necessarily the case when young people use extensive abbreviations, as they utilise mobile technology to text and send instant messages to others. Researchers from the University state that the findings from the study “… provide important evidence against popular media claims …” that texting is harmful to the development of language and literacy skills in young people today. There is support that similar skills are underlying “… the ability to manipulate the sounds and features of spoken, written and texted language”. Kemp (2011) “… believes the popularity of texting shows that language is fluid and flourishing – particularly when children play creatively with words …” In short she writes, ”Y texting is 1 drfl 4 ur kids ”

I attended a two-day conference last year focused on interactive whiteboards (IWBs). A general plenary was held along with a variety of workshops offered by some classroom practioners, and company trainers showing delegates the general characteristics of their boards. Whilst it was all impressive, I find myself still reflecting on what I saw, and considering, where is the “WOW factor”? These reflections combine together with considering observations made during a study tour to the UK in 2009, where school’s were using IWBs extensively in delivering Mathematics lessons, and most other curriculum areas as well.

 My questions include: 

• why do I want to bring IWBs into a secondary school classroom?
• should IWBs be in every secondary classroom, or just a few key areas?
• is there one, or more, secondary subjects that allow more flexibility for using an IWB, and therefore, enabling more innovative ways of teaching to evolve? 
• how can IWBs be used to excite and ignite a passion within students for thinking, exploring and learning?
• how do you get staff to embrace the IWB technology, and to come up with stimulating lesson ideas that extend students?

… amongst a number of other things.

Bottom line, I am interested in seeing or hearing about good practice which incorporates an IWB as an effective and meaningful tool across-curriculum areas with secondary students. Do you have any innovative ideas which have engaged students, and made them excited to come to your classroom?

I am hoping that we do not move into an age where instead of ”death by powerpoint” it becomes “death by IWB” because we are not looking at rich, and exciting ways of using our tools to extend and engage our learners. What do you think?

 To provide relevant, meaningful, rich and engaging learning experiences school’s need to consider and design spaces which cater and accommodate for the needs of today’s learner. Rather than continuing to refer to classrooms with four walls, and class sizes of up to 30 students, school leaders and educators need to broaden the boundaries to increase class sizes, and to have spaces which extend beyond the normal individual room size. Some schools have already started to explore and implement such ideas with the implementation of spaces where individuals can collaborate, learn together, and work together. Such spaces are referred to as being ‘agile learning spaces’. The design of these spaces accommodates for the way students learn today, and in the future.

A number of leading educators including Stephen Heppell, have documented the importance of agile learning spaces in supporting contemporary learning. Heppell believes that such spaces allow flexibility, and provide an ability for easy and quick reconfiguration to suit any learning need.

Breaking down the barriers of four-walled classrooms, also allows for different opportunities in providing experiences with technology to learners. No longer is there a need to sit at desks, and in an organised manner. Individuals now have the ability to sit and work in furniture that is referred to as “funky”, and which could include coloured beanbags, floor pillows, and jelly-bean shaped tables. There is lots of vivid colour around and space for working in groups, and individually. There is more connectedness between learners, and teachers in a number of schools that have embraced the concept of agile learning are working enthusiastically with their students.

The day of students sitting in rows with someone out the front is changing. The idea is challenging for educators, but learning and teaching is moving forward with a world which is embracing technology, and new ideas at a fast and constant rate.