The first tool that was investigated this week was Bubbl.us, which is a great mind mapping tool. This tool is easy to use and for those students that would struggle in creating a mind map using Bubbl.us there are tutorials a mere Google search away, such as this Youtube. Bubbl.us provides students with an instrument which will facilitate brain storming, constructing a concept map or simply taking notes. Enabling students to use a graphic organiser increases their ability to understand a concept or process (Mazarno & Pickering, 2009). The following image is of the Bubbl.us that I created in response to using the technology explored this week in an educational setting. I am unable to provide a link to observe this more closely as it would only take you to the Bubbl.us home page, however this link will take you to a transcript of this mind map.
The second resource investigated in this group of tools was Google Earth. This tool is incredible in that is has such variety. The range of KLAs that this can be used in is expensive and the ideas of ways to implement them within these KLAs are plentiful. A small list of ideas if provided below, however this is certainly not an exhaustive list.
Ways in which Google Earth can be used within the classroom.
* Tracking animals, migrations.
* Looking a various environments ie deserts, rain forests, swamps.
* Looking at global warming issues.
* Investigating natural disasters eg areas with volcanoes.
* Becoming globally aware - looking at memorials, where other people live, the living conditions of the less fortunate.
* Witnessing historically important areas.
* Maths - such as latitude, longitude, distances etc
* Natural disaster, city planning and growth
As is evident through this list Google Earth could be used within Maths, Science, SoSE, English, History the list goes on.
As illustrated by the following image (It is not television anymore: Designing digital video for learning and assessment, p. 7)learning through digital technologies incorperates a wide range of actions, feelings and knowledge. It highlights that when students are engaged and 'doing' the learning, they are interacting with a range of vital experiences they would miss out on had they not been so involved. Google Earth is a prime example of a digital resource the assists student say, see, do and engage with content and as a result provides a vital tool in which to increase the learning outcomes achieved by students.
This resource is also scaffolded extensively and provides a high level of support through its publication 'Google Earth for Educators'. Providing educators with this resource will encourage them to implement Google Earth within their classroom and will increase the amount of teachers that feel comfortable to use this technology. Before interacting with this software is it essential to first read the following statement about the legalities of using Google Earth. As is evident through this list Google Earth could be used within Maths, Science, SoSE, English, History the list goes on.
As illustrated by the following image (It is not television anymore: Designing digital video for learning and assessment, p. 7)learning through digital technologies incorperates a wide range of actions, feelings and knowledge. It highlights that when students are engaged and 'doing' the learning, they are interacting with a range of vital experiences they would miss out on had they not been so involved. Google Earth is a prime example of a digital resource the assists student say, see, do and engage with content and as a result provides a vital tool in which to increase the learning outcomes achieved by students.
Marzano, R. J., & Pickering, D. J. (with Arrendondo, D. E., Paynter, D. E., Blackburn, G. J., Brandt, R. D., … Whistler, J. S.). (2009). Dimensions of learning teacher’s manual (2nd ed.). Moorabbin, VIC: Hawker Brownlow Education.
No comments:
Post a Comment