Reflective Practice

Descriptive Reflection:

 Teacher pedagogical beliefs: the final frontier in our quest for technology integration.

Computers are a highly significant instructional tool within schools where teachers have access to computers, are prepared, have curriculum flexibility and contain pedagogical constructivist beliefs.

There has been a rise in computer access within schools and this has enabled teachers to enhance their computer skills and preparation. Education authorities have fostered wide spread support and implementation of technology into curriculum.

Despite increase in technology use, teachers are engaging in simple low order tasks and are lacking in high order skills. Teachers who use technology to foster intellectual growth use technology well. Low level use involves isolated skills.

Teacher beliefs influence technology use in classrooms. Research has shown teaching beliefs and practices have been incompatible. Classroom technology practices are not reflecting teacher beliefs. Curricular requirements and social pressures from outside sources have been reasons for practices. These factors need to be taken into consideration when reflecting on inconsistencies. Some beliefs also override  others depending on their importance.

Prior experiences can shape and influence ones beliefs thus it is difficult to try and change ones thoughts.  Beliefs are personal and therefore are not easily persuaded.  Teachers negative encounters with computers shape their beliefs and thus are not easily persuaded as a barrier is formed. 

Belief systems are individual and unique to each person and thus differ amongst people. Teachers beliefs therefore differ from one another. Even though teachers knowledge and understandings of technology are similar, beliefs on its use are not the same.  Because teachers share different beliefs it makes it hard to promote change in technology use. Teachers past experiences influence their resistance to change.  

Technology when used as an instructional resource will be beneficial in the classroom. Teachers use technology in ways that they feel comfortable, thus  technology needs to be incorporated in a way that teachers can see the connection between their previous use.  When teachers develop an understanding of its value, they are able to progress to new uses of technology.

The reading talks about beliefs and their various types and strengths. It is explained that many teachers are set in their beliefs and have to become open to change in order to grow as educators and further their students.
Personal experiences, vicarious experiences and social cultural influences can foster change in ones belief.

It is explained that many beliefs are shaped by personal experiences, thus perhaps new experiences would expand new beliefs.  Teachers unfamiliar with technology should experience simple technology as to heighten their experience with it. Enabling teachers to try new practices will help them develop in their computer use.
“Vicarious experiences are considered to be a powerful learning tool because observing similar others serves both informational and motivational functions’ (Ertmer, 2005 pg33))  This quote shows that using vicarious experiences will enhance the learning of teachers, and students.  Models can assist teachers with their understandings of different strategies of technology use. Teachers gain confidence and thus are more likely to model the same practice.

Teaching practices are formed through social cultural influences, thus providing a community in which change of practice is supported will assist in transforming beliefs. School community support assists in technology development.

Overall the article tells of different ways for teachers to expand their technology and use of technology. By becoming open to experiences, different ways of learning, and furthering their beliefs, teachers should become more comfortable using technology in the classroom.
(Ertmer,2005)

Critical Reflection:

I agree with Ertmer (2005) that social cultural influences assist in transforming teacher’s beliefs of technology use, as when one is exposed to an environment in which other teachers discuss teaching and learning pedagogies, a shared understanding is developed. The collaboration that takes place in a school community supports teachers in shaping their understandings of the significance of various technology uses within the classroom. The exposure of different view points and strategies provides one with the opportunity to explore and examine different perspectives of technology use, thus change in belief is fostered. This is evident as Ermter( 2005,p.34)  states, “ Teacher practice is more likely to change as they participate in professional communities that discuss new materials, methods and strategies , and that support the risk taking…involved in transforming practice.” This conveys that indeed working in partnership with other professionals provides one with the opportunity to develop their beliefs as they are exposed to different practices and provided with support to assist them in fostering change. Thus cultural influences are significant in promoting alternative approaches to technology use.

Reference: Ertmer,P.A.(2005). Teacher pedagogical beliefs: the final frontier in our   quest for technology integration. Educational Technology Research &  Development. Vol.53.No.4, 25-39

Descriptive reflection: Mckenzie’s reading 

 Authentic questions are the key to an effective  inquiry.  Teachers need to ensure that they ask authentic questions that promote higher order thinking skills. According to Mckenzie (nd)“Why, How and Which is best” questions are important to use.

Why questions: involve the examining of cause and effect and the relationship between variables.

How Questions:  foster problem solving and the breaking down of information.

Which Questions: promotes decision making and fosters reasoning for choice.

 Effective questions promotes students understanding of data.

 Research cycle:

The research cycle scaffolds students inquiry.

Questioning: involves brainstorming questions that link to the initial inquiry question.  Listing questions that require exploring.

Planning:  involves students make decisions on what sources will help them with their investigation.

Gathering: involves collecting relevant information.

Sorting: organizing and re arranging data.

Synthesizing: involves breaking down information.

Evaluation: involves making judgments based on the information they have collected.  

Reporting: involves the presentation of data and sharing information.

(Mckenzie, nd)

 Effective online learning involves:

· Choice, problem solving and students create an answer.

·   Visually attractive layout and easy navigation and easy to use.

·    Requires students to gather and research information. ( aspects of research cycle/ research models embedded)

·  Assessment

·   Collaborative research, use of many sources.

·    Clear steps for the process.

·    Break down of information.

 (Mckenzie, nd)

Three visits- 7 Visits

·  Online lessons need to be presented in a clear sequence. Students need to be provided with plenty of visits so that they can undertake and complete their research.

 Templates for creating online project:

Contents page:  this contains the question and a list of what each visit will involve.

Visit One:  Questioning and planning:

-         Introduce the students to the question and provide explanation of the task.

-         Provide students with a scaffold of how to present their brainstorming of the question. Give students examples.

-         Assessment, state how students will be assessed and provide a rubric.

-         Time line, provide students with an overview of the online learning project and explain what will occur on each visit.

 Visit two: Gathering and sorting 1

Provide clear directions for the way in which students can start their search, give students a starting point to their research. (E.g. provide them with a website, book etc)

 Visit three: Gathering and sorting 2

Provide students with second resource to help them with their research.

 Visit four: Synthesis

Instruct students how to break down the information they have gathered. Provide prompting questions to evaluate their data and think about what they have.

 Visit five: Gathering and sorting3

Provide students with reliable sites to continue their research.

 Visit six: concluding synthesis

On this page the students need to be questioned whether they have enough information to translate the data into knowledge and begin presenting their data.

Visit seven: presentation:

Outline on this page the presentation software students will be utilizing to present their findings. Ensure students are provided with clear expectations of what they need to include in the presentation.

 Field testing:

Ensure that you modify your online project and test for functionality.

(Mckenzie, nd)

Critical Reflection:

Comparison between Dodge(1995) webquest reading and Mckenzie (nd) online learning modules:

The difference between these two readings is that Dodge’s gives a basic overview of the components of a web quest, he does not go into great detail about each component and what teachers should be thinking about in each part. One needs to consider it is a very early model of a web quest and thus does not contain a contemporary outlook. He however does explain each part and one is able to understand each component and what is required. In comparison Mckenzie goes into a lot of detail in terms of the structure and layout of the online learning. He incorporates contemporary teaching and learning models. Mckenzie  challenges teachers to think about their questioning techniques and provides an explanation of why teachers need to ask authentic high order thinking questions. He incorporates the “research cycle” into the online learning and explains why each step is important, he also provides examples of online learning that contain the research cycle, this helps teachers see it in context and how it appropriately fits. Mckenzie provides a lot of support for teachers as he provides templates that have clear instructions and explanations of what needs to be included in each part. I overall felt Mckenzie has effectively presented and taught well how teachers need to approach online learning.

Critical Reflection:

I agree with Mckenzie that teachers need to incorporate high order thinking questions. Students need to be challenged and extended. They need to be encouraged to think on a deeper level so that they can make sense of information. I believe it is important that teachers think carefully about their questions in terms of their educational value. If students are presented with simple recall questions, they are only regurgitating answers that have no meaning or significance thus they are not learning. When students are presented with high order thinking questions students are making meaning out of information as it requires them to think deeply about its significance. High order thinking questions are supported by McKenzie (nd, p. 1) as he states, “ students should spend their time researching important questions, questions which require original thought” thus this conveys that students need to be exploring questions that will foster originality and that promote understanding of knowledge.   

Reference:

Descriptive Reflection: According to Dodge (1995, p. 1) a Webquest is “an inquiry orientated  activity in which  in which some or all  of the information  that learners interact with  comes from resources  on the internet”

There are 2 types of webquest:

1. Short Term:  involves knowledge attainment and integration. At the end of this webquest  the student would have been presented with new information and comprehended it. Short term webquest take 1-3 lessons to complete.
2. Long Term:  involves extending and refining knowledge. At the end students would have analysed  information, translated and showed how they understood the information by creating an item in which others can respond to. Long term webquest take 1 week to 1 month to complete.

        (Dodge,1995)

Critical Attributes of Webquest:

Web quests need to be neither too long nor too short. If a web quest is either of these, it is detrimental to the learner’s time and learning.

A successful webquest should contain the following:

Introduction: that sets the scene and contains background information.

Task: the task needs to be achievable and highly engaging.

Information sources: there needs to be sources for the students to research. Sources include websites/databases.

Process: there needs to be a process students follow to complete the task. The process needs to be set out in steps.

Guidance: students need to be provided with guiding directions on how to organize and layout their information.

Conclusion: An overview needs to be provided to reinforce what students have learnt.

(Dodge,1995)

Important attributes of web quests:  

·Webquest are usually group activities.

· Webquest need to motivate the students, provide role play scenarios such as scientist, detective    or reporter.

(Dodge,1995)

Design Steps:

When designing a webquest, a simple design should be done, until you become more familiar with the process. Templates can also be used to help teachers design a webquest for their own lessons.(Dodge,1995)

Teachers should begin with a short term web quest that are single disciplined. The following are steps teachers should use in forming a webquest:

·                     Teachers need to accustom themselves with online resources.

·                     Organize resources into categories.

·                     Teachers should use a template.

(Dodge,1995)

Critical reflection:

The Dodge Web quest reading was highly beneficial, it has given me a sound understanding of the elements within a  webquest. It has helped me distinguish between a short and long term webquest, I now have a good understanding of how to create my own web quest. I feel that the parts of the web quest that Dodge conveyed in the reading are vital elements for the web quest to be effective for the students, as it is essential that there is a structure and direction for them to follow. Without having the different parts students would become confused and unmotivated to complete the task. There needs to be a clear step by step procedure, guidance and scaffolding to support the students learning, it needs educational value to be effective. This is evident as Dodge (1995, p. 2)  states, “There is questionable educational benefit in having learners surfing the net without a clear task in mind.” This conveys that the parts of the web quest are significant, when they are absent the educational value is decreased as there is no purpose to their learning and thus detrimental to students. It is therefore important for teachers to implement the parts Dodge has listed in the reading.

In terms of planning for the future as a teacher I will ensure when I create a web quest   I will provide an introduction that is highly motivating and sets the scene well for the students. The task that I implement will be suited to the students learning needs and level. I will ensure I have a list of reliable sources for the students to navigate through, the resources will be appropriate to the students age level to enable them to effectively use and understand them. I will have a clear and sequential step by step process to support the students in their task. Guidance will be provided in the form of scaffolds and layouts for the students to utilize.

Reference: Dodge,B.(1995). Some thoughts about webquests. Retrieved March 2009 From: http://webquest.sdsu.edu/about_webquests.html

Descriptive reflection:Preparing Students for elearning

Introduction

 Elearning struggles with high drop out rates, course facilitators should attempt to do what they can to ensure students complete the required course.

Ways that this could be done are:

-         ‘Design better learning resources

-         Improve teachers/facilitators skills

-         Improve students capacity to learn through preparation for online learning’ (Cowley, Chanley, Downes, Holstrom, Ressel, Siemens, Weisburgh 2002, p.1)

How to prepare a successful ecosystem

Teachers must ensure that the situation is suitable for learning and that students will be able to complete the required task successfully and productively.

The following are ways for teachers to provide a successful ecosystem for their learners.

(Cowley et al,2002)

1. Environment: students require an environment that contains the technology they need.
2. Technology skills: students need to be taught technology skills prior to commencing elearning.
3. Content skills: students require prior knowledge of the topic.
4. Study skills are required to successfully complete the course.
5. Assistance : there needs to be a system in place to help students when they encounter problems

Content – The content needs to be highly interactive for the students.

 Student- The learner needs to be independent and self directed and motivated.

Instructor – Cater for the needs of the students, well prepared and provides additional resources to assist students.

Technology – implement student centered technologies that foster collaboration.

Organization – Time and resources need to be considered.

(Cowley et al 2002)

It is important to ensure transitional support is given from classroom to online. An easy transition process lowers the drop out rate and ensures students successfully complete the set course.

Preparing Students for Elearning

-         The different types of learning influence students’ preparation, whether it is formal or informal learning.

-         “Formal learning tends to create preparation resources that help students to take a course” (Cowley et al, p.3)

-         We must ensure that students are well prepared for elearning and have basic skills and connection to complete the set work.

Role of the Student

Students need to become organised and become independent learners.

Students need to gain awareness, orientation, discipline, organisation, self-direction and be internally or externally motivated to do well and complete the course in a satisfactory way.  

Role of the Instructor

Instructors need to understand the level of the experience the class possesses and find activities and lessons that promote and extend on what they know.

 Instructor roles :

·      Establish rapport with students – create a positive learning environment.

·      Communicate with students – via emails and discussion forums.

• Flexibility – be prepared to be flexible.
• The instructor of the online environment needs to promote respect and be supportive student learning. 

      (Cowley et al)

By having a student-centered course, good preparation, clear expectations and active discussions, high drop out rates may be diminished. (Cowley et al)

Role of learning styles:

In terms of learning styles we need to think about…

• Students have diverse learning styles including logical mathematical, spatial, verbal, interactive and independent. We need to balance these learning styles

Ideal online student characteristics:

• Motivated, have experience, asks for assistance when required and are independent.

Tasks instructors need to ensure prior to commencement:

• Find out what technology support is present.
• Undertake an online course.
• Accustom yourself with tools and support.
• Trial the course with collegues and students.
• Devise a plan “b” incase of technology failure.

If you are devising some parts of the course:

• Trial the course.
• Keep a back up copy of the course.
• Organize support mechanism.
• Make sure assignments and work load are appropriate and reasonable.
• Ensure copyright issues have been taken into account.

(Cowley Et al 2002)

You need to ensure for each course:

• Prepare learners.
• Links need to be checked.
• Check technology access.
• Plan an orientation session.

Support documents for students:

• Expectations of course need to be clearly communicated.
• Assignments.
• Rubric.
• Resources relating to the course.
• Communication- provide contact details.

(Cowley Et al 2002)

Overall:

• Preparing online learning does not differ a lot from classroom preparation.
• Previous knowledge interacts with new knowledge.

Reasons for people dropping the course:

• Course not designed well.
• Individual preparation of the learner.

We need to prepare learners for online environment. We need to teach skills acquiring knowledge.

(Cowley Et al 2002)

Elearning Critical Reflection:

I agree with Cowley that teaches need to prepare learners for an online environment. I believe teachers need to teach students the essential skill of independence as students need to be self directed to carry out online learning. Without independence students will find it very difficult to manage, they will find it a challenge to become accustomed to an elearning environment. I feel it is very important for teachers to teach their students fundamental computer and internet skills so that they can efficiently and independently navigate. Without these skills students will find it very difficult to cope with  elearnng.  I believe teachers have the responsibility to explicitly teach students these basic vital skills. This is supported by Cowley ( Et al, 2002 p.3) as they stated, “ Regardless of the formality of online learning, basic computer and internet skills are a must…One of the defining traits of online learning is the increased independence of learners.” This conveys that computer and internet skills are essential for learners to be taught . It also shows that independence is a major characteristic for elearning thus teachers need to prepare learners to be self directed.

I also agree with Cowley (Et al, 2002) that learning styles need to be considered in the elearning environment. I believe that students have a range of learning styles and that it is essential for the teacher to nurture them through planning a diverse range of activities that will cater for their learning needs. This is evident as Cowley (Et al,2002) stated, “A learning style model is useful if balaning instruction on each of the model dimensions meets the learning needs of essentially all students in the class” This conveys that it is important for teacher to adopt a learning style model that caters for all learning styles so that the students individual needs are catered for in the online environment they are working in.

Reference: Cowley, et al.(2002)elearnspace. Preparing students for elearning.Retrived March 2009 from: http://www.elearnspace.org/Articles/Preparingstudents.htm#Styles

Online Game Attachment  

http://www.sheppardsoftware.com/nutritionforkids/games/foodgroupsgame.html

Which learning style does this ICT support?

This online game supports spatial learners as it contains images to assist them with their learning of the concept of the 5 food groups. The game enables students to visually sort the foods thus helping them gain an understanding of the categories. The online game also supports the Intrapersonal learning style as it involves individual instruction, students work independently on the game. The logical mathematical learning style is supported as students need to think and reason. Students need to classify groups to accurately categorize them.  

How could this ICT be implemented as a good cognitive learning tool within the learning environment? 

This online game can be implemented as a good cognitive learning tool within the learning environment as a way of reinforcing the subject matter of the five food groups taught in class. After students have learnt about what each food group contains and their function for the body students could play this sorting game as a way of making conscious what they have learnt. It can also be effectively used as an introductory cognitive learning tool, students could play the game to pre assess their knowledge on the five food groups. Teachers could use the online game as an informal observational assessment tool to assess student’s knowledge of the topic.

 How is this ICT enabling the development of creativity?

 This online game is enabling the development of creativity as students after they play this game they can create case studies on a power point presentation and role play in front of the class a scenario of a child lacking a particular nutrient. The class can then suggest which food groups will help the body in each case study. The online game can also foster the development of students creating commercials promoting the specific foods in each food group.    

Sound File Attachment

http://www.dreamenglish.com/letscountto20

Which learning style does this ICT support?

This sound file supports the auditory/ musical learning style as the students learn how to count through listening to the teaching song. The sound file contains rhythm and beat, this is a motivational component that will support their learning of numbers.

The song file also supports bodily kinesthetic learning style as students can move along to the music and do action movements that the song requests.

How could this ICT be implemented as a good cognitive learning tool within the learning environment?

 This sound file can be implemented as a good cognitive tool in the learning environment through using it to teach kindergarten children counting. Students can listen to the song and use their hands and fingers to help them count. The sound file can be used as a motivational introductory resource, through students listening to the song they are able to pick up on the concept of counting on and thus it provides a fundamental bases for their learning. It can also be used as a form of revision of counting as students can listen and sing along with it.

How is this ICT enabling the development of creativity?

The sound file is enabling the development of creativity as children can create their own counting song using a different tune. They can also develop their own unique actions to the number song to help them with their understanding of numbers. Students can also role play the sound file in groups and alter the counting number to suit their individual learning level. As a whole class activity students can voice record their own class counting song and sing it together as a class.

Descriptive Reflection:

What is Meaningful Learning? 

The reading maintains that standardized tests are prevalent and used widely in schools today to make students more responsible for their learning. However, they rarely involve processes of allowing students to understand and reflect on the knowledge being tested. They do not allow for conceptual understanding and therefore has proven not to be meaningful for students.

 The author suggests that for meaningful learning to occur, the tasks that students need to pursue should include “active, constructive, intentional, authentic and cooperative activities.” (Jonassan, 2008) This way, students use cooperative learning to make more meaning.

Jonassan (2008) proposes 5 characteristics of meaningful learning. These include:

1. Active (Manipulative/Observant) Learning

This is the view that learning is a natural, adaptive, human process

When learning about things in natural contexts, humans interact with their environment and manipulate the objects in that environment. For example, children don not learn the theory of certain sports before they start playing them. “Meaningful learning requires learners who are active – actively engaged by a meaningful task in which they manipulate objects and parameters of the environment they are working in and observing the results of their manipulations” (Jonassan, 2008, p.3)

1. Constructive (Articulative/Reflective) Learning

The constructive view of learning claims that activity is necessary but not sufficient for meaningful learning. It is critical that learners express what they have accomplished and reflect on their activity and observations to learn the lessons that the activity has to teach. The constructive view also encourages students to reflect on the ‘puzzling’ experiences they encounter to make sense of the world they live in.

3.   Intentional (Goal-Directed/Regulatory) Learning

“All human behaviour is goal directed” (Schank, 1994) everything we do is intended to fulfill some goal. These goals can be straightforward or multifaceted.  Scardamalia and Bereiter (1994) claim that when learners are actively and willfully trying to achieve a cognitive goal, they think and learn more because they are fulfilling an intention. Information Computer Technology has allowed students to recognize and use the knowledge they have constructed in important and new situations.

4.   Authentic (Complex/Contextual) Learning

Contemporary research on learning has shown that learning tasks that are situated in meaningful real-world tasks or simulated in a problem-based learning environment are not only better understood and remembered but also more consistently transferred to new situations. Learning should therefore be fixed in real life and useful contexts for learners so that they can put into practice the ideas of the content area.   (Jonassen, 2008)

Cooperative (Collaborative Conversation)

Humans always work collaboratively sharing ideas and their knowledge. Some schools believe that learning should be undertaken  independently and not socially. However it is not a good method as it denies students critical thinking.

Educators usually implement collaborative learning and only use independent tasks for assessments. However educators can assess collaborative learning by assessing both the individual and group.

Technologies aide discussion as it enables students to communicate with others online. Students share ideas and opinions. For meaningful learning to occur there needs to be a variety of authentic, cooperative learning, active and constructive learning experiences. Technology fosters meaningful learning.

(Jonassen, 2008)

Learning from technology:

Prior 1980’s there was not much development in using technology for learning Jonassian  (2008) states “ computers used to deliver drill and practice”

After 1980’s computers began to be seen as productive tools. Students used word processing, database and graphic tools. However they were used as drill in procedures.

1990’s internet communication tools emerged and multimedia. Mostly students just reproduced information.

Students should use technology to convey there knowledge. Technologies enable students to represent their thoughts. Technology needs to be seen as a learning tool.

Students need to work in partnership with technology and learn with it, not use it as a means of answer. (Jonassen, 2008)

Learning with technology:

Technologies need to be seen as fostering critical thinking and making meaning.

Technologies…

• Involve learners in an active, constructive, intentional, authentic and cooperative learning.
• Technologies support learning when engagement is learner initiated.
• Technology is an intellectual tool kit, it enables students to build on their learning.

How technologies foster learning:

·        Technology should be seen as a  facilitator for learning and thinking.

·        Technology supports knowledge construction.

·        Technology is a medium for representing thoughts and ideas.

·        Technology enables one to access information and share ideas.

·        Technology enables one to display their beliefs and thoughts.

·        Technology is a social medium that fosters collaboration and knowledge sharing.

Technology…

• Supports intellectual growth.
• Enables students to represent their knowledge.
• Fosters reflection
• Supports critical thinking.

How technology fosters thinking…

Students need to both think and reason when using learning technologies.

(Jonassen, 2008)

Analogical :Understanding a new idea is best done by comparing and contrasting it to an idea that id already understood.

In an analogy, the features of one idea are mapped or transferred to another.

Single analogies are known as synonyms or metaphors.

A syllogism is a four part analogy and the analogy only makes sense if the structural characteristics of the first analogy can be applied to the second. (Jonassen,2008)

When using technology to show their understanding, students are constantly required to engage in the comparison – contrast reasoning required to structurally map the qualities of one or more ideas to others.

 (Jonassen,2008)

Expressive:

Using technologies as tools to learn, with involving students to represent what they know, by expressing what they know.

Students are required to use different tools to this.

Experiential: This requires learning with technologies and engaging stories.

Students use technologies to represent their understanding, and these are meaningful and memorable. (Jonassen, 2008)

Problem Solving: This entails students using technology to express and show learner knowledge.

Thinking deeply and engaging in meaningful and worthwhile learning.

Conclusion:

Technology does not teach the learners but the learners teach the technology. Meaningful learning occurs when …

-         Knowledge construction, not reproduction

-         Conversion, not reception.

-         Articulation, not repetition.

-         Collaboration, not competition

-         Reflection, not prescription.

(Jonassen, 2008)

Critical reflection: “What is meaningful learning?”

I agree with Jonassen’s view point that technology promotes effective and meaningful learning when students learn with technology. I feel that technology supports student’s knowledge as it provides them with the opportunity to construct and convey their understandings. Technology should not be used as a means of providing students with the answer as this hinders students cognitive growth, students do not learn effectively when information is just given to them as they actively construct knowledge. Students need to be able to utilize technology as a means of expressing and exploring their learning. They need to be given the opportunity to  build upon their ideas and thoughts and further develop their skills as this is the key in fostering meaningful learning. This is clearly supported by Jonassen (2008, p.7) as he stated, “ If  technologies are used to foster meaningful learning, then they will not be used as delivery vehicles. Rather technologies should be used as engagers and facilitators of thinking.” This conveys that technology needs to be used as a means of promoting critical thinking and actively involving students in their construction of knowledge.

Reference: Jonassen,D.et al.(2008). Meaningful learning with technology.3^rd Ed

      Pearson: New Jersey.

Video Clip: Sun safety cancer council campaign

Which learning style does this ICT support?
The video clip supports visual learners as it contains images and animation. It also supports linguistic learners as it contains text to support their comprehension of the subject matter. The text reinforces the message of the video clip. Musical learning style is also supported as it has a background song that reinforces the text and visuals in the video clip. Bodily kinesthetic can also be fostered in viewing this video clip as students can copy the characters sun safety actions.

How could this ICT be implemented as a good cognitive learning tool within the learning environment?
The sun safety cancer council campaign video clip can be implemented as a good cognitive tool within the learning environment through using it as a resource for the PDHPE topic of “sun safety.” It can be used to view and initiate discussion on the importance of preventing skin cancer. This video clip can promote discussion on the ways in which students can protect themselves from the sun. Students can view the video clip and make the actions they see of slipping on a t- shirt, slapping on a hat, slopping on sunscreen. The following reflective questions can be asked to stimulate their understanding of the sun safety campaign:
What did he character put on outdoors?
Why did the character in the video clip put on a hat, t-shirt, sunscreen, sunglasses? Why are they important?
Why did the character seek shelter?
What is the character trying to prevent?

How is this ICT enabling the development of creativity?
After viewing this video clip students can design a poster that contains sun safety equipment. Students can be split into groups and using props role play how to protect their skin from the sun. The video clip can also foster students to create their own sun safety campaign, as after viewing it they have a good visual understanding of what a campaign looks like and thus derive their own.

http://www.youtube.com/watch?v=YzYHwzSE1VY