Reflection: Topic 4 - Embedded Task 2, Video media

Teaching Industrial Technologies and Design I feel strongly that video media is extremely beneficial for engaging students, and transfer of knowledge. Within my last practicum an overwhelming majority of students selected visual learning from my VARK learning style survey, a learning style I relate with.

 

I have embedded a video I created using Microsoft Expression Encoder Screen Capture available at Microsoft for free. This download also acquires Expression Encoder software for video editing purposes, with resultant file saved and embedded in .wmv format. This software as discussed in my video I found very easy to use, although my presentation certainly required polishing. A side benefit I found during this recording process is that of reflecting upon speech and content clarity, recording my presentation required greater consciousness of my communication.

Video is an extremely powerful media in drawing emotion from its audience, and an extremely effective media learning. Schwartz & Hartman (2007) state, video is the preferred media for learning technical skills. Noting explanatory overlay is critical to give understanding and meaning to processes, otherwise skills are simply imitated (Schwartz & Hartman, 2007). Upon reflection on my practicum no video stimulus was provided in any IT&D subjects, and I felt students were disengaged from drawing houses yet again. I searched for an attention grabbing media that would provide a strong motivational message to these Year 10 students, whilst relating with subject content and please the mentor teacher. I still think they would have enjoyed this clip, had it not been for technical failure. 

Reflection 3.1: Assessment 1 - Embedded Task 1

It is time to draw a line in the sand, or a few letters anyway. The past three weeks have been technologically hectic, with constant thoughts of blogs, wikis, posts and comments…anyone want to comment! 

Source: webloggerz.com

Being a unit requirement to use such platforms, I have chosen Blogger, providing me an opportunity to demonstrate my creativity through my perception of a user friendly interface, albeit nervously. However, most importantly knowledge gained during the last three weeks provides a platform upon which to build my ICT capacity and contribute to improving student outcomes through increased digital pedagogies.

Within a relatively short time, although hours appear to vanish, of firstly creating and now exploring within my Blog, I have been able to change the layout to a preferred appearance and post reflections utilising a range of media. Viewing my preview drafts I increasingly feel satisfied with my efforts, and clicking that Publish button is getting easier. I have adjusted dimensions of field boxes and recently inserted a footer image, although I feel it distracts from blog content. I will undoubtedly change my layout, as through  increasing familiarity with this technology, and viewing student cohort blogs and websites I see a range of styles being utilised. I feel the choice of formats and styles offered by Blogger provides a benefit to design content and format suitable across all years encompassing secondary schooling.

Within my blog postings I have been able to display common media such as images and videos from a variety of sources, through both hyperlinks and installed media. One should be aware of image size and video duration contributes to storage limits, therefore use of hyperlink as recommended for video media content in conjunction with copyright requirements provided by National Copyright Unit (Smartcopying, 2016) I have followed.

The toolbar is very simple in layout and function, although I write my posts within word.doc initially to ensure work is saved, I fear seeing incorrect address or unable to connect error messages. One tool I have trialed and applied throughout my blog is the jump break feature. Being able to reduce the amount of displayed text and or content at a determined point can contribute to an uncluttered appearance and aid readers to navigate the home page. 

Reflection 2.2, The SAMR model and Transformative learning

Reflection 2.2 Response

How can I use ICT within Graphics classes to develop higher-order thinking, particularly of problem solving when we are already creating digital drawings?

Within the SAMR model it would be determined that CAD software is purely Substitution of a drafting board and other concrete resources, of which I agree if using basic drawing functions. When students utilise the increasing functionality of such software we progress to Augmentation level. Now students can view an object within 360 degrees’ rotation, produce multiple copies, drop work into submission folders and display various depth or layers of drawings with a few click of a mouse. Whilst CAD software certainly enhances technical drawing, combining with other technologies can provide Transformative learning as discussed by SAMR creator Dr Ruben Puentedura.

Reflection Week 2, Digital Pedagogies in Schools

Within the Education Services Australia review of Digital Pedagogies and Digital Content in the Australian School Sector, the following research questions guided the development of this report:

• How have successive national policies taken account of rapid and continuing advances in technologies that are changing the way that people share, use, develop and process information?
• What learning theories or frameworks are most useful for understanding how students most effectively learn in online environments?
• Are there models of teaching and learning that effectively harness digital content and powerful online tools for information processing, communication and collaboration?
• What skills and capabilities will teachers need in order to access and use repositories of suitable, exciting, culturally appropriate, discoverable and affordable digital content?
• How can digital content be used to support collaboration, innovation and communication?
• What are the attributes of technology-rich learning environments that support innovation and collaboration?

Reflection 2.1, Pedagogical Experiances

Topic 2, Engaging with Pedagogy

Strategy	Focus questions	When have I experienced this in the past?	How have I used this strategy as a teacher?
Deep knowledge and higher order thinking	Are higher-order thinking and critical analysis occurring?	Previous role in technical sales, providing comprehensive problem solving solutions for the customer	When delivering Graphic lessons. Change of viewpoint is reflected in drawing how?
	Does the lesson sequence cover operational fields in any depth, detail or level of specificity?
	Do the work and response of the students provide evidence of depth of understanding of concepts or ideas?	Training staff, becomes clear through practice and conversation of knowledge retained.
Collaborative and social learning	Does classroom talk break out of the initiation/response/evaluation pattern and lead to sustained dialogue between students, and between teachers and students?	Within lectures, and particularly Residential School sessions.	When confirming student knowledge, I look for further dialogue to emphasis real-world applications.
Knowledge as complex and linked to interests and experience	Are students critiquing and second-guessing texts, ideas and knowledge?	Yes, critiquing text and analysing ideas and opinions ensure my knowledge is credible.	Within Junior Woodwork subjects I ask students to second-guess techniques or methods, sometimes alternatives best suit them.
	Does the lesson sequence range across diverse fields, disciplines and paradigms?	Within my first Practicum lessons were very topical specific and scaffolded.	I embedded an upbeat YouTube videos within a PPT on appropriate topic to capture interest with perceived relatedness.
	Is there an attempt to connect with students’ background knowledge?	Students on practicum had scaffolded lessons, and revision preceded new knowledge.	As required for lesson planning, revision and evidence of prior learning sought.
Problems that are real and relevant to students	Do the lesson sequence and the assigned work have any resemblance or connection to real-life contexts?	Yes, the IT&D subjects heavily align with real life contexts as lean towards VET in senior years.	Within Graphics subject items drawn/created could have had greater relevance, especially design folio task.
	Is there a focus on identifying and solving intellectual and/or real-world problems?	Previous role in technical sales, providing comprehensive problem solving solutions for the customer	Yes, student were required to plan and arrange development of material to construct items in a sequential order.
Student direction	Do students have any say in the pace, direction or outcomes of the lesson sequence?	Not that I have witnessed in a school setting.
Explicit quality performance criteria	Are the criteria for judging student performance made explicit?	Graphic folio for Yr10’s had marking rubric and clear guidelines and instructions.	When developing pencil case construction, I modelled both the process and expected achievable result regarding tolerance/trueness of object.
Cultural knowledges Active citizenship	Are diverse cultural knowledges brought into play?		No, however socially I ensured equality of engagement/discussions.
	Are attempts made to foster active citizenship?	Yes, mentor teacher encouraged full participation, respectful interactions and shared responsibilities.	My strategy focused on ensuring all students were following class rules of, respect and safety towards themselves and others. When questioning students I would “pry” discussion from those reluctant to answer and then discuss or redirect if incorrect.