I found reflecting on the effectiveness of mobile phones through a wiki to be an engaging way to increase my prior knowledge on a variety of topics and would readily use this teaching tool within my classroom. It provided a forum to share knowledge and viewpoints on a particular subject and could be used in conjunction with any KLA and topic. It provides an arena in which a student might feel more inclined to share their opinion with their peers as it is not face to face. This would be beneficial for those students that don’t really share their ideas in the classroom situation. This medium would also enable the teacher to obtain a true picture of what each student is contributing and the thinking that they are involved with. There were a few potential problems with this teaching tool that I thought of. Firstly, self-conscious, insecure students might have an issue with posting their beliefs and thoughts where anyone, and probably everyone in their class, will be able to read them. They might feel that their peers will judge their academic level. Another downside could be that it would be easy for one student to post something incorrect at the beginning of the wiki and have students after that following their lead. Before long half of the class could believe the inaccurate statement, change their original view and post more incorrect information. This problem could be eliminated by the teacher supervising the activity closely. Continual monitoring would ensure that if any incorrect information or inappropriate opinions were posted then they could be rectified.
Another potential negative for this could be that it could stifle creativity. Once students read the post prior to theirs it could be hard for them to disengage what they just read and write their own original viewpoint. A solution to this could be that students write their entries first in a book or word document and then post them. Implementing this practice would assist in students maintaining their creativity.
The six thinking hats activity, mobile phones within classrooms and whole class wikis would create many learning benefits for students and teachers. An activity similar to the one undertaken develops students’ higher order thinking as they are evaluating and analysing what their peers have said and then reflecting on how this knowledge impacts on their individual beliefs and prior knowledge. They are innovative teaching tools that are based in the technology that students these days are surrounded in and would most likely increase the learning outcomes achieved within the classroom. To maximise the benefits reaped from these activities the teacher would need to scaffold the activity so that students were aware of what was required of them.
By participating in this activity online we are experiencing Connectivism. This learning theory of the digital age highlights that we derive our competence from forming connections with other information sources (Siemens, 2004). We are connecting to our peers and sharing our information to further our understanding of this topic. Due to this collaborative learning, facilitated by technology, we are continually updating and improving our knowledge.
It was evident that construtivism was also present during this activity. We were required to post our thoughts, views and opinions of this subject in a place where our peers could read it. As a result of this I am sure that many people read other posts that had been contributed which would have impacted and potentially shaped their original perception of that topic. This process involved questioning, reflecting, discovering and discussing knowledge which is the very basis of constructivism (Snowman, Dobozy, Scevak, Bryer, Bartlett & Biehler, 2009). In later reflection of this activity with peers it was discovered that many, as a result of this activity, had to question the understanding they held about this topic, discovered new information and evolve their knowledge on the topic.
 | Feelings: How do I feel about this? What do I like about the idea? What don't I like about the idea? | I too have positive and negative feelings about this topic. I believe that this technology in classroom could provide a myriad of positive benefits, engagement, diversity, new knowledge. It could mean the difference between a student engaging in a topic and understanding a concept or not gaining any knowledge on that topic and to me if just one student has experienced a break through or attained knowledge that they otherwise would not have then to me it is worth it. I also agree that it could be a distraction for some, however my main concern when discussing this is finances. Would the phones by provided by the school or would students be expected (as it is assumed in our society) to have their own phone? For those students that come from a low socio-economic background it would be extremely detrimental if it was their responsibility to provide their own phone. There would also be the typical student teasing that that students doesn't have the latest/flashiest phone and the associated embarrassment. I have to believe though that this would not be the case should this program be introduced in a class and educators would be sensitive to these issues. |
 | Benefits: What are the good points? Why can this be successful? Why is this a good thing? | Having just come from a lecture that involved the large majority of students using their mobile phones (for educational purposes) I have to approach this topic from a positive stand point. I believe that there is a time and place for such technology within the classroom and that it could be highly beneficial for students learning, however there would have to be clear guidelines and restrictions outlined to students before beginning the task to implement it successfully. There is such a large amount of resources and funding going towards the development of this technology that it seems wasteful not to utilise it. These days mobile phones can do so much more than just calling and messaging. Students would be able to research, take photos, make tables, time themselves, use the calendar etc. The list is endless. Using this technology could also increase the students’ engagement with the lesson and the content being taught. |
Mergel, B. (1998). Instructional design and learning theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism
Siemens, G. (2004). Connectivism: a learning theory for the digital age. Retrieved from http://www.ingedewaard.net/papers/connectivism/2005_siemens_ALearningTheoryForTheDigitalAge.pdf
Snowman, Dobozy, Scevak, Bryer, Bartlett & Biehler. (2009). Psychology: Applied to teaching. Milton, Queensland: John Wiley & Sons Australia
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