When Will My Reflection Show Who I Am Inside? PART TWO

Okay, so ROUND TWO!

 Let’s quickly look at some more learning theories that are applicable to E-Learning – BLOOM’S DIGITAL TAXONOMY, TPACK and FLUENCY21…

(Once again, excuse the formatting. Source: http://edorigami.wikispaces.com)

Well… if you can read what’s written in the boxes on the right, there’s not much more I can say about how E-Learning platforms and tools can be used to support Bloom’s Digital Taxonomy! BLOOM’S TAXONOMY works from the bottom up, implying that students need to be able to remember a concept before they understand it, understand it before they apply it, apply it before they analyse it… and so on. Each and every technologically-delivered process on the right aids a student’s learning and progression up Bloom’s ladder. GOOGLING can be used to remember, BLOGGING to understand, EDITING AN IMAGE to apply, MEDIA MANIPULATION for analysing, WIKIS for evaluating, and VIDEOING for creating. There’s not limit to how E-Learning tools can improve learning and push students right up this ladder to higher-order learning (Churches, 2009).

(Source: http://www.tpack.org)

I’ve briefly spoken about the TPACK system before and it’s really as simple as the diagram shows. In order to effectively deliver lessons involving E-Learning, we need to consider three main parts: the technological knowledge (how to actually USE THE TECHNOLOGY), the pedagogical knowledge (that is, the actual TEACHING part – how the teacher is going to use technology to teach), and the CONTENT knowledge (what is going to be taught). Teachers use the TPACK system to scaffold and direct the design of their E-Learning lessons. It helps us to really think about WHAT we want to teach, HOW we are going to teach it, and what TECHNOLOGY we will use to be able to engage our students and give them the best chance to learn. If ever I am going to deliver a mostly technologically-based lesson, I’ll draw upon TPACK during my planning (Koehler, n.d.).

(Source: http://www.fluency21.com)

FLUENCY21 (AKA the 21^st Century Fluency Project) is a project founded by a group of people who have recognised that the new generation requires a whole new, improved set of skills to be able to operate as effective global citizens in the 21^st century. What’s the change? TECHNOLOGY. As teachers, our aim is to equip our students as best we can to live in our current world. Fluency21 has outlined five key fluencies 21^st century students need to become a 

GLOBAL DIGITAL CITIZEN.

SOLUTION FLUENCY – think creatively to solve problems in a timely manner, by identifying and defining the problem, designing and implementing a solution, and evaluating its effectiveness. There are so many learning objects available that test students’ problem-solving skills in both realistic and imaginative contexts, which can help students to acquire solution fluency.

INFORMATION FLUENCY – intuitively interpret information through all the senses and in any form, to create knowledge and understanding. Through research and presenting assessments, students are able to improve this fluency – and what better way to engage and encourage them in such a task than the opportunity to use a platform such as PowerPoint, Prezi or Glogster to present their findings?!

CREATIVITY FLUENCY – creative, artistic and imaginative ability through design, the arts, and storytelling. This isn’t just limited to arty things! This could involve creativity in solving a problem, practicality and design, and thinking outside the box. Presenting and creating tools (such as PowerPoint, Prezi, Glogster, videoing and image editing) sure would flex students’ creative fluencies!

MEDIA FLUENCY – understanding and interpreting communications, and creating communications, by understanding the uses and audiences of different medias. Quite simply, bring on the videos, podcasts and blogs! The more, the better, for media fluency.

COLLABORATION FLUENCY – ability to work in teams with real and virtual partners online to solve problems and create things. Students are able to improve their collaboration fluency through structured and facilitated brainstorming and discussions, using brainstorming tools (such as bubbl.us) and Wikis!

The Fluency21 website sums up all these fluencies with this: 

“ALL THE 21ST CENTURY FLUENCIES ARE LEARNED WITHIN THE CONTEXT OF THE GLOBAL DIGITAL CITIZEN, USING THE GUIDING PRINCIPLES OF LEADERSHIP, ETHICS, ALTRUISTIC SERVICE, ENVIRONMENTAL STEWARDSHIP, GLOBAL CITIZENSHIP, DIGITAL CITIZENSHIP, AND PERSONAL RESPONSIBILITY.” 

(21st Century Fluency Project, 2013).

However, as great as these technologies are, and as much as they can bring to the classroom learning environment, there are some RISKS INVOLVED WITH WORKING ONLINE. These risks are mostly based around LEGALITY (copyright information, images, etc.), SAFETY (privacy of personal information) and ETHICS (plagiarism of ideas). As investigated each week, most if not all E-Learning tools pose some kind of legal, safety or ethical risk – and for uninformed students who haven’t worked online before, these dangers and pitfalls can be UNKNOWN. Even for those of us who have been drilled with protocols of referencing, anti-plagiarism, and online privacy, it’s EASY to fall into the traps that are there.

From the tools I have been investigating, here are the possible risks involved:

	LEGAL	SAFETY	ETHICAL
BLOGS	·  Breach copyrights of videos, information and graphics	·  Public viewing unless security is changed ·  Post personal information	·  Plagiarise ideas and information without referencing
WIKIS			·  Plagiarise ideas and information without referencing
WEBSITES	·  Breach copyrights of videos, information and graphics	·  Post personal information	·  Plagiarise ideas and information without referencing
IMAGE EDITING	·  Breach copyrights of images	·  Could involve images of students
PODCASTS	·  Breach copyrights of sound effects
VIDEOS	·  Breach copyrights of effects, images and fonts	·  Captures and transmits images of students
POWERPOINT	·  Breach copyrights of videos, information and graphics		·  Plagiarise ideas and information without referencing
PREZI	·  Breach copyrights of videos, information and graphics		·  Plagiarise ideas and information without referencing
GLOGSTER	·  Breach copyrights of videos, information and graphics	·  Public posting unless security is changed ·  Post personal information and images
FROGUTS	·  Breach copyrights of images and information if screenshots are captured and used		·  Plagiarise information without referencing if using tool for an investigative report
ANSWERGARDEN			·  Plagiarise ideas and information (no referencing)

(Refer to other posts for more information on each tool’s associated risks.)

Do these risks mean E-Learning tools should be KEPT FAR AWAY from our students? NO! Instead, we should be actively DEMONSTRATING and teaching safe and ethical online practices. Students need to be informed about how to WORK LEGALLY, SAFELY AND ETHICALLY in E-Learning. Strategies teachers can employ involve LESSONS for online etiquette, WORKSHEETS or reminder notes, ACRONYMS or CATCHY SAYINGS to remember cyber safety, and POSTERS around the room. But the best way for students to act legally, safely and ethically online is for their teacher to be EVER VIGILANT in REMINDERS and MONITORING. Prevention is better than cure, so let’s bury these kids with safety and plagiarism strategies that they can NEVER FORGET!!

A great site for all online users to check out legal and ethical online practices (particularly involving copyrights) is http://www.smartcopying.edu.au/.

So what have I LEARNT over these past six weeks?? How has my investigation of the vastness and usefulness of E-Learning IMPACTED the way I’m going to teach?? Well, for one, I’m MOST DEFINITELY going to be using some of these fantastic tools in my classes to come!! And in order to embed these tools thoughtfully and effectively, I’ll be using the Bloom’s Taxonomy, TPACK and FLUENCY21 frameworks to guide my lesson planning. CONSTRUCTIVISM theory has proven that students learn effectively when they are able to consider different perspectives and draw upon PRIOR KNOWLEDGE, find lessons and tasks MEANINGFUL and RELEVANT, practice personal RESPONSIBILITY and HIGHER-ORDER THINKING, and work COLLABORATIVELY (Murphy, 1997). As the digital tools we’ve been investigating support collaborative learning through all these facets, I’ll be definitely including them in my lessons!! (And it gives me a good excuse to search for and play around with more online tools!)

So HOW can I use all these E-Learning tools in my classroom??

Here are some ideas I’ve come up with so far:

· BLOGS can be used for Science students’ INVESTIGATION JOURNALS. Instead of writing their observations, results and reflections in a notebook only shared with the teacher, students can share their investigative journeys with an ONLINE AUDIENCE (which will help prompt them to journal properly, too!).

· WIKIS can be used in any subject when INTRODUCING A NEW TOPIC or INVESTIGATING A CURRENT TOPIC further. Instead of limiting DISCUSSION to class time, students can add to the wiki at any time when learning about a particular topic. If the class is asked to read and add to the wiki on a regular basis, students can draw upon their own ideas and knowledges to form a COLLECTIVE KNOWLEDGE BASE.

· WEBSITES can be used as an ONLINE PUBLISHING source for students’ ASSESSMENTS, be it through a whole-class website or a student’s own website. This encourages students to take OWNERSHIP and pride in their work, and ensure their work is of publishable quality.

· IMAGE EDITING, PODCASTS AND VIDEOS can be used to add to assessment or in-class tasks, or be a task in and of themselves. Maths students could be asked to edit images and CREATE A POSTER about a particular topic or formula they are studying, and podcasts and videos can be used for students to PLAY AROUND with their new knowledges (in both Maths and Science classes) and PRESENT them in a fun and MEANINGFUL way.

· POWERPOINT, PREZI AND GLOGSTER are great tools for students to be able to PRESENT RESEARCH AND INVESTIGATIVE REPORTS for Science. Instead of a boring, typed report, students can engage in their assessments through fun, INTERACTIVE and highly CREATIVE PowerPoints, Prezis and Glogs!

· FROGUTS of course would be a fantastic tool for BIOLOGY classes – why would you want to cut up a yucky dead animal in real life when you can learn just as much from pictures on a pristine computer screen?!?! (Not to mention, I’m sure the queasy-stomached girls in the class would appreciate this “no-touchy” approach to dissections!)

· AnswerGarden can be used for any sort of brainstorming activity, and for a great way to INTRODUCE AND CONCLUDE UNITS of work. Students are able to share their PRIOR KNOWLEDGE, attitudes and perceptions about a unit before they begin, and this AnswerGarden can be revisited and added to at the completion of the unit so students can see HOW MUCH THEY’VE LEARNT!!

And these are just some ideas off the top of my head… how much more could I use in my classroom as I explore E-Learning more and more!!

So in conclusion… what’s been going on these past few weeks??

I’VE BEEN LEARNING HOW TO MANAGE E-LEARNING AND IT’S BEEN A BLAST!! :)

THANKYOU ALL FOR READING!!!!!!!!

 ~ ~ ~

BIBLIOGRAPHY

21st Century Fluency Project. (2013). 21st century fluencies. Retrieved August 20, 2013, from http://fluency21.com/fluencies.html

Churches, A. (2009). Bloom's digital taxonomy. Retrieved August 20, 2013, from http://edorigami.wikispaces.com/file/view/bloom%27s%20Digital%20taxonomy%20v3.01.pdf/65720266/bloom%27s%20Digital%20taxonomy%20v3.01.pdf

Koehler, M. (n.d.). What is TPACK?. Retrieved August 20, 2013, from http://www.tpack.org

Murphy, E. (1997). Characteristics of constructivist learning & teaching. Retrieved August 20, 2013, from http://www.ucs.mun.ca/~emurphy/stemnet/cle3.html

When Will My Reflection Show Who I Am Inside? PART ONE

(Title lyrics written and owned by David Zippel for Disney's 1998 film, Mulan.)

And finally, we have reached the END OF OUR INVESTIGATION of E-Learning tools. AWW! But I have one final thing to do… REFLECT on everything I’ve learnt over these last few weeks! So let’s dive back into it to explore WHAT I’ve learnt, how technology SUPPORTS the learning process, and how I’m going to USE it all in my future classrooms!!

So first of all, WHAT IS E-LEARNING again? Our first tutorial is so far back, I think I’ve forgotten!

Looking back at last week’s example of an AnswerGarden (and it’s Wordle), you can see where we began. But after six weeks of exploration, my understanding of E-Learning has changed. In my own words: “E-LEARNING IS THE PROCESS OF LEARNING THROUGH DIGITAL TECHNOLOGIES AND ONLINE PLATFORMS. IT ALLOWS STUDENTS TO LEARN COLLABORATIVELY, EXPLORE INDEPENDENTLY OF THEIR TEACHER, AND CREATE THINGS (SUCH AS PRESENTATIONS, ANIMATIONS, WEBSITES AND MORE) THAT THEY NEVER WOULD HAVE BEEN ABLE TO WITHOUT E-LEARNING TOOLS. IT TEACHES THEM WHAT THEY NEED TO KNOW (CONTENT KNOWLEDGE), HOW TO DO IT (PRACTICAL KNOWLEDGE), AND HOW TO BE EFFECTIVE 21^ST CENTURY CITIZENS (TECHNOLOGICAL KNOWLEDGE).” (These three knowledges link very closely to the TPACK system, which we will look at a little later.) E-Learning is an incredible, modern way for students to CONNECT with CURRICULUM, classroom TASKS and today’s TECHNOLOGY. The E-Learning tools we’ve been investigating, plus many more, are unique and useful in the way they can be simply HANDED OVER for students to be able to direct their own learning. They make learning fun, engaging and PURPOSEFUL for students. As collaborative, social and open-ended tools, why on Earth would teachers NOT use E-Learning in their classrooms!?!

A big part of what we pre-service teachers learn about at university are the THEORIES AND PRACTICES behind the ART OF TEACHING. Without these theories and practices, we wouldn’t understand how the learning process works, how we can work to facilitate it, and how to be the most effective teachers we can be. So let’s look at some learning theories and how E-Learning fits within them PERFECTLY!

First of all, let’s take a look at the
 CONSTUCTIVIST (and Connectivist) LEARNING THEORY.

(Created with bubble.us using information by Murphy, 1997.
Excuse the horrible formatting - I had to make it big enough to read!!)

CONSIDERING DIFFERENT PERSPECTIVES, AND PREVIOUS KNOWLEDGE, ATTITUDES AND PERCEPTIONS – Through using E-Learning platforms such as AnswerGarden, bubble.us (and other brainstorming tools), and Wikis, students are able to explore a concept together and share their differing perspectives. This draws upon students’ prior knowledge, and gives them an opportunity to express their attitudes and perceptions (see blog posts for AnswerGarden and Wikis for specific classroom examples).

BEING RESPONSIBLE FOR THEIR OWN LEARNING, BEING GUIDED BY THEIR TEACHER, AND LEARNING TO BE SELF-REGULATED AND REFLECTIVE – When using online platforms that aren’t explicitly teacher-led or monitored, students are given the opportunity to be responsible for their own learning. This teaches them self-management skills to ensure they are working to task and are producing work they can be proud of. When students are given responsibility for their work, it makes it more meaningful and valuable to them as they are measuring up to their own expectations, rather than their teachers. Any E-Learning tool can be used independently by the student, be they interactive learning objects or creative platforms for video or presentations.

RELEVANT AND REALISTIC LESSONS AND ASSESSMENTS, AND CONSTRUCTING KNOWLEDGE – When students are engaged on a technological level, they are required to use real-life skills to complete an E-Learning task. Also, virtual classrooms and learning objects (such as Froguts) allows students to interact on a simulated, realistic platform. Access to such technologies allows students to make content meaningful to them for their real lives, and to investigate and construct knowledge for themselves (rather than simply reiterating information fed to them by their teacher).

SOCIAL COLLABORATION, EXPLORATION AND EXPERIENCE – E-Learning is a fantastic way for students to work and learn together. The internet world has a never-ending array of tools, platforms and sites that students can interact and play with to their heart’s content. Everyone knows that anything is better when shared with friends… so why can’t learning be, too? Tools for that promote social collaboration, exploration and experience include image editing, podcasts, videos, AnswerGarden and other brainstorming tools, and multiplayer learning objects, too! (For more classroom examples for these tools, see previous posts.)

PROBLEM-SOLVING AND HIGHER-ORDER THINKING – Platforms such as learning objects, virtual classrooms and museums, allow students to interactively engage in learning and flex their cognitive skills (mind skills). Problem-solving games, creative activities and reflective tasks (such as blogs or Wikis) allow students to being thinking critically, creatively and more deeply than a more traditional classroom task would (see Blogs & Wikis post for specific examples).

TO BE CONTINUED...

Animations, Simulations and Procrastination...

This week in Managing E-Learning, we looked at 

ANIMATIONS and SIMULATIONS!

While there are many, many animated platforms to play with and work from (such as GOOGLE EARTH, GOOGLE MAPS, INTERACTIVE TOOLS, ADOBE FLASH, ONLINE TIMELINE TOOLS, ZOOBURST and MUSEUMBOX) I have explored only two: FROGUTS DISSECTION TOOL and ANSWERGARDEN BRAINSTORMING TOOL (with a little help from WORDLE).

FROGUTS is an online, interactive DISSECTION PLATFROM. There is a free DEMO available online, where you can work through the observational dissection module of a frog dissection. When subscribe to Froguts, you can further the dissection by investigating the different bodily systems through different modules. Froguts offers these interactive, educational and assessable modules for many different types of small animals, so teachers are not just restricted to frogs!

FROGUTS
STRENGTHS -       Can be accessed ONLINE or on any computer with the software downloaded, with multiple users at one time -       EASY TO USE and navigate -       Delivers the WHOLE LESSON, with narration, interaction and assessment -       LARGE RANGE OF TOPICS (many different animals to dissect, and works through all the body systems in different modules) -       Great TECHNOLOGICAL, INTERACTIVE way for students to engage with Science -       Can be worked through as a whole class (teacher using the projector) or individually by students	WEAKNESSES -       Unless using the frog demo (doesn’t go into body systems), it is a PAID PROGRAM that schools must subscribe to -       To use the paid program at home, students must also SUBSCRIBE and pay a subsidised joining fee -       Requires ADOBE FLASH PLAYER to be downloaded to the computer -       Requires a considerable amount of computational PROCESSING POWER to use -       Some students might be DISTRESSED by the realistic dissection graphics
OPPORTUNITIES -       Can be used as an ALTERNATIVE MODE OF TEACHING and ASSESSMENT to general lessons -       Allows students to INVESTIGATE dissections and body systems independently and have responsibility for their work -       Meets students at their technological INTERESTS and their abilities	THREATS -       Some schools may prefer/require students to undertake REAL DISSECTIONS, rather than simulations, for assessment purposes -       Can be QUITE COSTLY to the school as the $300 subscription must be renewed yearly (therefore needs a large number of students using the technology to justify the cost)

As I have a strong stomach, and once wanted to be a surgeon, I QUITE ENJOYED playing with this tool! I believe it would be a fantastic, INVALUABLE RESOURCE for any Biology teacher as it can deliver WHOLE LESSONS on dissection and separate body systems with just the click of a mouse! As I am qualifying as a Maths and Science teacher, I know for sure that I’ll be trying to talk my principal into subscribing to this software!

LOOK AWAY IF YOU’RE QUEASY-STOMACHED! 

Here is a screenshot of the frog dissection demo!

http://www.froguts.com/demo/

Other great interactive tools can be found through the following sites: http://www.explorelearning.com/index.cfm & http://edheads.org/

Now, for years, teachers have known about the value in BRAINSTORMING. It gets little minds a-turning and allows teachers to CONNECT their class’ prior knowledge with something new. So why not use this great idea and turn it into a TECHNOLOGICAL PLAYTIME?! Throughout the Managing E-Learning course, we’ve used ANSWERGARDEN to throw out some of our ideas, and played with the presentation of those ideas with WORDLE. Answergarden allows quick brainstorm entries and collects it on the page below – if the same entry is added, it’s TALLIED to see how many people have the same idea! How clever is that!?!

ANSWERGARDEN
STRENGTHS -       FREE brainstorming platform offered through answergarden.ch -       SUPER EASY TO USE -       Questions can be SET BY TEACHER and monitored at all times -       Can be added to by MULTIPLE USERS -       TALLIES the number of times the same entry has been input -       Simple and easy technological platform to FOSTER BRAINSTORMING -       Completely STUDENT-AUTHORED	WEAKNESSES -       Only allows 20-CHARACTER ENTRIES, so students may have difficulty cutting down their entries -       DOESN’T AUTOCORRECT entries, so displays incorrect spelling and grammar -       Doesn’t recognise SIMILAR ENTRIES if they are spelt or worded slightly differently
OPPORTUNITIES -       Students are able to INPUT THEIR IDEAS as many times as they want -       Allows ALL STUDENTS ACCESS to the activity (including those with learning needs or are too shy to interact in class) -       Can be used to COLLECT DATA, BRAINSTORM IDEAS, EXPRESS FEEDBACK and EXPLORE TOPICS -       ENGAGING for students as it is an interactive technology which can be exported through a fun, customisable program (WORDLE) -       Meets students at their technological INTERESTS and their abilities -       Can be PRESENTED in a very-customisable graphic through WORDLE (an easy-to-use, customisable way to export the Answergarden)	THREATS -        Easy to spend a lot of time exporting the Answergarden through Wordle, which could DISTRACT students from the classroom task (brainstorming a topic) -        Students can use the technology INAPPROPRIATELY, by not responding to the question or adding unnecessary and inappropriate entries

I would DEFINITELY use Answergarden again and again in my classroom. It’s so easy to use and access, and can be a great way to INTRODUCE a new unit, INVESTIGATE a topic, or REFLECT on an activity. Furthermore, having access to Wordle to export it allows our class brainstorms to be displayed proudly and prettily throughout the classroom!

Here’s a screenshot of our Managing E-Learning Answergarden, and just one way I’ve exported it through Wordle:

 

http://answergarden.ch/

http://www.wordle.net

Other great brainstorming tools can be accessed at: 

https://bubbl.us/ & http://www.text2mindmap.com

All you have to do is GOOGLE these animation and simulation tools (dissection tool, brainstorm tool, timeline tool, animation creators) and you’ll surely find something! Most websites are EASY TO NAVIGATE, and have navigation bars or helpful hints to get you started. These tools will take you as far as you want to go – be it spending 5 minutes to create a mini-brainstorm, or 5 hours exploring the interior of a small animal!

SO GO HAVE A PLAY… AND PROCRASTINATE A LITTLE LIKE ME!!

Presentations, Presentations, Presentations!!!

This week in Managing E-Learning, we looked at 

POWERPOINT, PREZI and GLOGSTER.

Those names sounded intriguing, and it was certainly a pleasant surprise to find out the AMAZING things these platforms can do!

Anyone who’s seen or used a computer before has probably experienced a POWERPOINT (part of MICROSOFT OFFICE) in some way or other – be it following one through a presentation, or creating one themselves. It has proven to be an invaluable PRESENTING TOOL for teachers and students alike!

POWERPOINT
STRENGTHS -       Comes as standard with MICROSOFT OFFICE on most or all PCs -       VERY EASY to use (don’t need much technical knowledge to navigate and create) -       Can be modified to create SIMPLE or EXTREMELY complicated presentations, depending on ability and preferences -       Great MULTIMODAL, VISUAL TOOL for supporting presentations -       Completely STUDENT-AUTHORED	WEAKNESSES -       Can be very TIME CONSUMING to create complicated presentations, with endless options and modifications -       Unless using hyperlinks to other slides, PowerPoints progress in LINEAR fashion (so difficult to jump between slides, information and ideas)
OPPORTUNITIES -       Students are able to augment their PRESENTATIONS with visual information, audio, images and video -       Students are able to EDIT and MANIPULATE PowerPoints to their preferences (and style of presentation) -       Can be used as an ALTERNATIVE MODE OF ASSESSMENT to speeches and reports -       Encourages students to use MULTIMODAL and creative ways of presenting information -       ENGAGING for students as it is an interactive, customisable technology -       Gives students a sense of OWNERSHIP and pride for their work -       Meets students at their technological INTERESTS and their abilities	THREATS -       Copyright and PLAGIARISM issues could arise when using images, videos, information and audio from the internet -       Easy to spend a lot of time creating and modifying PowerPoints, which could DISTRACT students from the classroom task (visuals for a presentation, or an information report)

For students and teachers alike, PowerPoint is a VERY USEFUL TOOL. For almost every lesson I have taught so far, I have made use of PowerPoints to DIRECT and AUGMENT my lessons (with sound, animations and videos embedded, of course!). I have uploaded a Grade 10 Science PowerPoint to my Wiki HERE: http://pshs11chemistry.wikispaces.com/home

 PREZI is an online tool to make DYNAMIC, POWERPOINT-LIKE PRESENTATIONS. While PowerPoint is somewhat restricted in animated and sequential capabilities, Prezi allows slides to be incorporated, animated and zoomed in/out of in a GLOBAL, non-linear fashion. 

Prezi is like POWERPOINT 2.0!

PREZI
STRENGTHS -       FREE service offered through prezi.com for computers, and iTunes apps for Apple products -       EASY to use (don’t need much technical knowledge to navigate and create) -       Can be modified to create SIMPLE or EXTREMELY complicated presentations, depending on ability and preferences -       Great MULTIMODAL, VISUAL TOOL for supporting/delivering presentations -       INTERACTIVE and NON-LINEAR, allowing for non-ordered global and detailed views of information and slides -       Completely STUDENT-AUTHORED	WEAKNESSES -       Can be very TIME CONSUMING to create complicated presentations, with endless options and modifications -       Requires a considerable amount of RAM and STORAGE capacity to run the program and save presentations, as well as an up-to-date version of FLASH (so is restricted in effectiveness on netbooks or iPads/tablets)
OPPORTUNITIES -       Students are able to augment their PRESENTATIONS with visual information, audio/narration, images and video -       Students are able to EDIT and MANIPULATE Prezis to their preferences (and style of presentation) -       Can be used as an ALTERNATIVE MODE OF ASSESSMENT to speeches and reports -       Encourages students to use MULTIMODAL, interactive and creative ways of presenting information -       ENGAGING for students as it is an interactive, customisable technology -       Gives students a sense of OWNERSHIP and pride for their work -       Meets students at their technological INTERESTS and their abilities	THREATS -       Copyright and PLAGIARISM issues could arise when using images, videos, information and audio from the internet -        Easy to spend a lot of time creating and modifying Prezis, which could DISTRACT students from the classroom task (an informative, interactive presentation of information)

As a teacher, I believe that Prezis could be a FUN and INTERACTIVE way to introduce new information or explore new topics. However, as they are more TIME CONSUMING to produce than PowerPoints, I wouldn’t use them on a regular basis – but instead use them for special presentations, assessment/topic explorations, or just simply a fun and different lesson!

 I have made a QUICK and EASY Prezi (no images, I’m sorry!) about the process of schooling life. Check it out HERE, to see some of Prezi’s simple features: 

http://prezi.com/mxbdw9x2t0ir/?utm_campaign=share&utm_medium=copy

A lot of students fall by the wayside and DISENGAGE from schoolwork because their CREATIVE interests are not catered for. But never fear – GLOGSTER is here!

GLOGSTER
STRENGTHS -       Very interactive, and completely STUDENT-AUTHORED -       GLOGSTER website offers free, easy-to-use templates -       CUSTOMISABLE to almost any colour, theme and layout -       Online, public PUBLISHING creates a sense of ownership -       Can imbed videos, photos, text and graphics (MULTIMODAL delivery of information) -       Can be EDITED at any time by the author -       EASY to use (don’t need much technical knowledge to navigate and create)	WEAKNESSES -       So customisable that students may become DISTRACTED by the setting up, and spend less time on content -       Requires a considerable amount of RAM and STORAGE capacity to run the program and save Glog pages -       Easy to unintentionally post PERSONAL INFORMATION AND IMAGES and breach COPYRIGHTS of videos, information and graphics -       Glogs are POSTED PUBLICLY, unless settings are changed
OPPORTUNITIES -       Can be used by students to create and present information, or a WHOLE-CLASS creative activity culminated in a single place -       Can be MONITORED by the teacher for inappropriate, personal or unreferenced content -       ENGAGING for students as it is an interactive, customisable technology -       Gives students a sense of OWNERSHIP and pride for their work -       Students are able to EDIT and MANIPULATE Glogs to their preferences and abilities	THREATS -       Easy to spend a lot of time customising and personalising, which could DISTRACT students from the purpose (to present information) -       Risk of students UNSAFELY posting personal information and images -       Copyright and PLAGIARISM issues could arise when using images, videos, information and audio from the internet

I believe that Glogs may have a place in our classrooms – if they are APPROPRIATE for the CONTEXT/TASK, and are appropriately MONITORED by the classroom teacher. They can be used for SIMPLE in-class tasks, or set as part of a larger ASSESSMENT item. If students are aware of the plagiarism and personal safety CONCERNS involved with online publishing, and the Glogs are set to private/group, Glogs could prove to be a NEW and EXCITING way to involve students in their learning!

I’ve made a simple Glog about myself using one of the pre-made templates. 

Access it HERE: http://sarlaw.edu.glogster.com/this-is-me-9962

So PowerPoints, Prezis and Glogs are POWERFUL PRESENTING TOOLS 

for students and teachers alike... 

Do I approve, and will I use? ABSOLUTELY!!