Week 1 – Introduction to Learning Technologies
Inspiration Concept Mapping
Creation of Blog/Wiki
(Online learning: Learning Technologies Theories)
· Summary of Workshop Activity
- Today was the first class for the Technologies Across the Curriculum subject, semester 2, 2010. The class introduced us to the educational tool Inspiration – a sort of virtual mind-mapping tool. Though I was somewhat starved for ideas and less than competent with the program, we were given the chance to walk around and view others’ concept maps which was a very informative activity. I have seen this program used before at my prac school and I can see how beneficial the program could be in the classroom, but I’ll talk about that below. We also setting up of our new blogs/wikis, and surprisingly (given our recent WikiSpace assignment), students in our class opted for blogs rather than wikis. I have never read, let alone written a blog, and I would feel much more comfortable with pen and paper. However, judging by the pattering of fingers at keyboards around me, the rest of the class seem quite adept in the art. Our tutor, Greg, takes us through the initial setting-up process. He also talks about the value of blogging and the purpose of the blog - to record our thoughts, impressions and experiences in the class. He says casually: ‘just write it down as we go’. This may work in theory, but so far I’ve been so busy trying to remember to press ‘print-screen’ that I haven’t had time to write, so it’ll have to be retrospectively…
· Readings/ Major Issues/Key Concepts
The process of mind-mapping is indispensable in education – even at university, the success of an essay can come down the ability to clearly order your thoughts. The question, though, is whether there is a benefit to using a computer programme to create flow-charts rather than doing it the good ol’ manual way? I believe it is the ‘neatness’ factor. Done on a computer, the work-in-progress and the finished product have a clarity and aesthetic precision that is impossible for most children to produce by hand. It allows for editing and experimentation, and the fact that it is visually very accessible means that mistakes are easier to see, and more care is taken with the work. In the White Paper written for the Inspiration Software by Collins Consults (downloadable from their website http://www.inspiration.com/), much is made of this point. The paper reports on a study done in 2002, which found that “students who created computer-generated maps… wrote more and felt better about their writing”. Students apparently preferred the computer-generated maps because they were less “sloppy” and easier to read (p.4). However, there is an interesting but under-researched question as to whether children actually lose their ability to use fine-motor skills such as drawing and writing because of the proliferation of computer-based activities. If technology is taking the place of hand-written tasks, it follows that their abilities in these areas suffer. If we then argue that children should use computers more because of this “sloppyness”, this will only exacerbate the problem.
There are always these positive and negative strands running through any discussion about new technologies. We must see that this is not new, but a problem we have been dealing with century after century (the rise of the printing press during the 1500's, the Ludditie movement in the 19th Century reacting against mechanised industry etc). This makes our position as teachers and the way we choose to utilise technology in our classrooms all the more important. We must stay informed about technology and both its advantages and disadvantages, and we must see the way it can be successfully brought into the classroom. Eng, in his paper ‘The impact of ICT on learning: A review of research’ (International Education Journal, Vol 8, number 2, 2007) finds the process problematic. He likens the introduction of computers into the classroom to an invading species, and concludes that “it requires the conscious effort of all the species in the school... [teachers, students, administrators] to make it work” (p. 649).
· Application in classroom (past & future)
Both the Inspiration software and blogging have excellent potential in the classroom. As mentioned above, I have seen the Inspirations programme used at my first practicum school, where the kids used it to draw up concept maps around the natural disaster they were studying (their integrated topic for the term). Here, the teacher had set it as an activity in itself. And while I can see the benefits of using it as an isolated activity, I feel it would be best used in conjunction with other writing/researching activities they were undertaking. For example, it could be used to order information during the researching process. It could also be used as an aid for the planning of a report or assignment - an area students often have trouble with. The advantage of using visual representations is enormous. In this way, it might even be helpful when studying for tests, and could form an interesting lesson on summarising & note taking.
While I haven’t seen blogging used in the classroom, I am excited to think of its possibilities. Much has been made of multiliteracies in the 21st Century classroom, and I think it wise to take up the call. I have noticed in my classes the students’ natural inclination to the computer and their preference for typing up their work. Some of my most successful classes have come from noticing how students use technology and adapting ideas around this. (For example, during a lesson on lyric writing (poetry), a few students who had finished early asked if they could record their song using the Audacity program. The lesson was extended, and together with the students, we learned how to record our songs and had a ball listening back to them.) To return to the idea of blogging, education theorists have long appreciated the importance of reflection in the learning process. Blogging – which is essentially diary writing for all to see – can provide students with a daily activity to help them consolidate the ideas they have learned during class, and to develop these ideas through reflection and communication with others.
· Other Websites
http://www.bubbl.us/edit.php (for brainstorming software - looks good and is easy to use
http://www.inspiration.com/ (for Inspirations/kidspirations product information and free trial. Cost of purchasing Inspirations download license is $124.95).
Edsoft Superstore: 1300 337 638 http://www.edsoft.com.au/shop/p24008/Inspiration-9---1-User-Download-Licence./product_info.html
Mindomo for free mindmapping software that can be shared and done collaboratively: http://www.mindomo.com/
MindMeister: another free mindmapping/brainstorming site, or you can purchase individual or business packages with extra features such as unlimited mind maps and offline editing: http://www.mindmeister.com/
Extra: This site provides a study module for using mind mapping at university. It has good practical hints and examples that are applicable to teaching mind mapping skills in primary school. http://www.jcu.edu.au/tldinfo/learningskills/mindmap/index.html
Audacity: http://audacity.sourceforge.net/
Ken Robinson: (Though I’m not actually a big fan of this speaker and his evangelical academic style – and I think, perhaps, I’m quite alone in this – I’ve included the link here just in case I change my mind) http://www.sirkenrobinson.com/
Readings
The impact of ICT on learning: A review of research.
http://iej.cjb.net/
VELS: http://vels.vcaa.vic.edu.au/
