Reflective Synopsis

The Information and Communications Technology (ICT) tools and programs available today are extensive and growing, and over the last decade they have redefined the workplace. It has been stated that ICT proficiency will be at the centre of required skills in the future (Punie, Zinnbauer, & Cabrera, 2006, p.7). The world has changed, it must be considered that with today’s student being ICT adept, mobile carriers they can also be ICT adaptable mobile learners. So it is clear teachers need to adjust and start using ICTs to redefine the classroom, so not only are students fully prepared for the requirements of the workforce but also develop the ability to be good digital citizens and protect their safety and privacy.

ICT's in the Clasroom (Google images, 2015)

Through my exploration of a variety of ICT tools, I found they have great potential to meet the needs of a variety of learners and learning styles. When considering learning theories such as Vygotsky’s (1978) social connectivism, software such as Docx, wikis and weeblys help student’s connect, collaborate and learn from one another. As Burgelman & Punie (2006) indicated, it can bring people from different backgrounds, cultures and contexts closer together. Google Earth, movies and Prezis provide experiences that help constructivism learners to see, hear, experience and learn, redefining activities that where once impossible for a classroom. Chen & Arnold emphasis's this point in 2002 stating, ICTs can help to overcome two enemies of learning ‘isolation and abstraction’. Within my own teaching fields, it is clear that ICTs are facilitating the expansion of ideas for continuing mathematical exploration and can be used to represent scientific phenomena in ways to improve students understanding of science concepts, ideas, and information (QSA, 2015).

Connecting the world (Cruz, 2012) 

Many ICT tools are visually and auditorily enhanced to support a variety of leaning styles, whether it is the audio supported learning through podcasts, the visual learner through movies and digital images or the kinetic learners through movement orientated technologies such as Prezi’s and Google Earth.  Every student, no matter their learning style or cognitive development, can be provided with appropriate learning experience through the right ICTs. 

It is the application of the best ICT tool, paired with clear learning outcomes, content and pedagogy, that enhances learning, so that computer technology exist not as ends but as supports for student centered learning.

This ICT support can provide all learners with the perfect learning experience this is especially the case for those learners who have additional learning needs.  ICTs can be tailored to provide a great learning experience and can aid teachers with an alternative method of teaching and assessment. Instead of students with limited reading and writing missing learning opportunities, multimedia provides an opportunity for ALL students to understand and demonstrate their knowledge.

Joyce, G (2014) Blooms and SAMRs model for ICTs 

As shown through my previous blogs and in the above figure, ICTs have the ability reach all levels of Blooms Taxonomy and the SAMRs model, they can not only substitute an outdated processes ‘such as Power Point is to the overhead projector’. They can also be modified further allowing students to create and produce work with added digital images and movies.

As ICTs change and modify our activities, the aim is to redefine them to something that was inconceivable before. This can be achieved through a variety of ICT tools such as wikis, blogs, Prezis websites and Google Earth. At the redefinition level, students are able create digital portfolios. As Bloom (1956) explains, before we can create digital portfolios and assignments through wikis, blogs, Prezis and websites, students must have understood, analysed, and evaluated the new information, indications of becoming critical and higher order thinkers. ICTs at this level also provide clear evidence of learning outcomes and as Moyle (2006) states, digital portfolios were promoted as emerging methods for assessment and reporting of students’ learning.

My Mind map for using ICT's in the classroom. 

Although technology should enhance not intrude on the learning that takes place, as Shulman (1986) describes in TPACK, with the right choice, good planning and pedagogy, links to curriculum content and learning outcomes, ICTs can redefine learning activities and aid successful teaching. Incorporating ICTs into the classroom will prepare learners for the workplace, as modelling and supporting safe, legal and ethical practices in the classroom will aid a learner for life. As the QSA (2015) documents states, educators and students must apply social and ethical protocols and practices when using ICTs. 

I feel it is vital for teachers to keep up to date with technologies so learners get the best learning experiences and are prepared for the requirements of higher education and the workplace.  They also need to address important issues concerning privacy and safety and educate students to exercise good judgment and digital responsibility when using all forms of technology. It’s about setting clear expectations, responsibilities and rules to becoming not only a good social citizen but a good digital citizen - both in and outside of the classroom.

My example of Class rules from clatcham

References

Bloom, B, Engelhart, M, Furst, E, Hill, W. & Krathwohl, D. (1956). Taxonomy of Educational Objectives, Handbook I: The Cognitive Domain. New York: David McKay Co Inc. Retrieved from http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive

Burgelman, J-C & Punie, Y. (2006). Information, Society and Technology, pp. 17-33, in E.Aarts & J-L. Encarnação (Eds.), True Visions: The Emergence of Ambient Intelligence,Springer Verlag: Berlin, Heidelberg, New York.

Chen, M., & Arnold, S. (2002). Day in the life of a young learner: A 2020 Vision, “Transforming Education and Training Through Advanced Technologies”,U.S. Department of Commerce, Washington. Retrieved from http://www.technology.gov/ reports/TechPolicy/2020Visions.pdf.

Cruz, X. (2012). [Digital Image] Enterprise ICT Strategy Meets Cloud Services. Retrieved from http://cloudtimes.org/page/9/

CQUniversity Australia. (2013). EDED20491- ICTs for learning design: online learning materials. Retrieved from http://moodle.cqu.edu.au/mod/page/view.php?id=115325

Google images (2015). [Digital Image] ICT's in the Classroom. Retrieved from http://techmoran.com/nigeria-ict-consumer-spending-smash-167-billion-next-five-years/

Joyce, G. (2014). Blog spot. Retrieved from http://geoffajoyce.blogspot.com.au/2014/03/linking-blooms-taxonomy-with-samr-model.html

Moyle, k. (2006). Leadership and learning with ICT'. Teaching Australia - Australian Institute for Teaching and School Leadership 2006. Retrieved from http://www.aitsl.edu.au/docs/default-source/default-document-library/leadership_and_learning_with_ict_-_voices_from_the_profession

Punie, Y., Zinnbauer, D., & Cabrera, M. (2006). A Review of the Impact of ICT on Learning, Working Paper prepared for DG EAC, October 2006.  Retrieved from http://ftp.jrc.es/EURdoc/JRC47246.TN.pdf

QSA (2015). Australian Curriculum in Queensland, Queensland Studies Authority, Australia. Retrieved from http://www.australiancurriculum.edu.au/

Shulman, L.  (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15 (2), 4-14. Retrieved from http://www.intime.uni.edu/model/teacher/teac2summary.html

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press. 

Post 7 - Mobile devices

Hi, I have a question for you?

Happy to help, whats your question

How can I use mobiles in my classroom and why should I?

Well,

we have all heard the term Web 2.0, which describes the World Wide Web sites that highlight user-generated content and usability. The term was popularized by Tim O'Reilly and Dale Dougherty at the O'Reilly Media Web 2.0 Conference in late 2004 and it basically means that the information is read-write. such as 

• The ability for visitors to make changes to Web pages: 
• Using Web pages to link people to other users: Social networking sites like Facebook and MySpace are popular in part because they make it easy for users to find each other and keep in touch.
• Fast and efficient ways to share content: YouTube is the perfect example. A YouTube member can create a video and upload it to the site for others to watch in less than an hour.

Think of Web 1.0 as a library. You can use it as a source of information, but you can't contribute to or change the information in any way. Web 2.0 is more like a big group of friends and acquaintances. You can still use it to receive information, but you also contribute to the conversation and make it a richer experience.

With Web 3.0 knocking on the door (some say it’s already here), it’s imperative that students get a grasp on 2.0’s social landscape. By virtue of their daily role, teachers are in a prime position to turn their students into digitally savvy leaders. http://computer.howstuffworks.com/web-301.htm

With Web 3.0 stating that the new internet will become your personal assistant than the phone is you, personal assistant, butler, secretary,  social organiser and by virtue your link to the world. So I guess we truly need to start considering how they can be used in the classroom and have a plan so they can manage the risk of how they will be abused in the classroom!

How do we do this?

We start with see our students as mobile learners and start to consider mobile devices as a learning tool.

  

In today's schools, it is not uncommon for iPod touch, iPhone and iPad to be utilized, but how do we do this safely as while this is an excellent opportunity to learn how these social tools work, teachers often forget to focus on critical components like:

• The permanent and searchable nature of private data (e.g., profile information, comments, images and video) once it has been uploaded to the Web. Do students fully understand that what they’re writing is now public record? It can be a deal breaker when potential employers and colleges find an applicant’s negative information online.
• The imperceptible ways that companies collect, store, use and spread personal information that students share through a platform’s sign up process, quiz or game.
• The unreliability of privacy settings—these settings change regularly and often without users even knowing it. Teachers should outline the privacy settings as laid out by the major social networks and what students can do to stay current with updates.

Without a doubt, social media belongs in the classroom. I can seen how quickly a high school class can organize itself into action when classmates (i.e., Facebook friends) engage with each other online. Imagine applying this is a class-wide activity!

What do I need to consider?

Safety First!! Than fun, fun, fun.

Teachers need to. educate their students about the importance of privacy and security by including it in the classroom curricula. 

• Keep the dialogue going about the technologies that your students are using to keep your education efforts current and relevant.
• Administrators: Offer professional development and continuing education opportunities for teachers in the areas of privacy and security.
• Teachers and Administrators: Be proactive. Make sure your school has policies in place that address important issues concerning student privacy, employee privacy, searches and surveillance, use of computers, mobile devices and social networks (on and off campus), cyberbullying, school email and data security.

http://www.webroot.com/us/en/home/resources/articles/digital-family-life/family-social-media-in-the-classroom-part-2-of-3

I have developed my own safety presentation outline what it means to be a good digital citizen in today's world.

Class rules from clatcham

What and iPhone do these days?

They are call smart devices for a reason!

iphones can;

• Audio Recording coupled with Web 2.0 tools to immediately post them on the web.
• voicemail
• audio recording
• podcasting (gabcast, jot.com)
• Mobile Note Taking
• Using an SMS System (e.g. ) can allow you to receive communications from your learners via text, without giving out a personal phone number.
• Can help you stay in touch with learners who may have particular queries and provide a fast response.
• Use the calendar for reminding students about tasks and homework assignments.
• StudyBoost to review/study
• Students and teachers can create a set of study or review questions on this site. The questions are then sent by text to the students so that they can review using their phones.
• Teachers can create a group using a service such as Remind 101, Celly or Broadtexter to send texts to parents, students, clubs or school faculty.
• This is an easy way to send reminders, homework assignments, or other news.The teacher creates the group and it is up to the student/parent to use their phone to join. You post the message or reminder once and it goes out to everyone.
• Vote/Poll using a QRcode & a smartphone
• Any question & any number of answers can be created easily and quickly for any kind of group event. Votes are recorded and displayed on a webpage. Votes shown in a pie chart and a table.
• Students use their phones to create a video of an object in motion, mark its position frame by frame, and set up the scale using a known distance. Vernier Video Physics creates position, and velocity graphs for the object.
• Use an SMS system (e.g. Txttools) to send reminders to learners.

I like what Liz from lang witches said:

“You don’t necessarily have to bring the cellphones into the classroom to do these types of projects”

I agree that this is very important to remember, especially as homes in the twenty first century have a extensive array of smart devices that can be utilised. Give the students the option to do a homework assignment via their parents’ phone while they are driving from school or at a family function (now they can have a good reason to stare at their phone). These day students are more than capable at operating a well equip phone so allow students to become active and current reporters while on a field trip.
As Liz states 'Let’s rethink banning cell phones from schools, simply out of fear that they might be used for the “wrong” reasons and let’s focus on using them for the right reasons.

http://langwitches.org/blog/2007/10/21/cell-phones-as-classroom-learning-tools/

iPads and tablets, what can I uses them for?

All those fantastic learning activities I mentioned last week
Interactive learning objects are web based objects that allow students to visually understand and virtually interact with phenomena that they learn about in the classroom.

These activities have an amazing ability to merge a game with education, whilst having a good explore (commonly referred to a a play) I designed a mobile phone, investigated a crash. I felt it animated real life situations in an easy scaffolded way to create a great learning platform. It provides a easy and free way to provide students with real world experiences that without these tools would be completely inconceivable due to logistic and experience.

What activities are there?

The list is endless and it really comes down to your learning out come, as I mentioned without linking an ICT to a learning outcome they are just a waste of time...But if you can link a learning out come to an online activity well, aim high and redefine the activity altogether. There are many benefits to using smart devices in the classroom, there are also so concerns and questions. Good planning and time will tell if mobiles phones will be known for their uses or the ability to misuse them.

Positive Student carry them everywhere and it is sometimes considered that phones own the person, not the other way around so use it to your advantage. They are call a smart device for a reason as they enable ubiquitous access to information, social Networks, tools for learning and productivity, and hundreds of thousands of custom applications The capabilities are endless and the student are constantly connected, this means we can have mobile learners

Minus The perception still remains that mobile phones are more dangerous for children than other internet-enabled devices, and strong guidelines are in place in most schools forbidding mobile phone use Healthy use of mobile phones need to be established this include health and mental well being Cyber bulling, trolling, online predation and abuse is well documented and of serious concern, policies for safety need to be established early and be well understood by all students

Interesting The apps and the learning opportunities and applications to teaching are endless, be creative and clever. What are the compatibility issues from android and Apple, what do students have access to? What programs run of each platform? What is going to happen in the future?

What are QR Codes?

Oh those funny squares!

My bog QR (scan this and it will
direct you..right back here
on your phone!!)

If you haven’t noticed, there has been an influx of strange black-and-white codes showing up all over the place. Restaurants, stores, movie theaters, magazines, I even created one for this blog! What are they? They are called QR Codes, with the QR standing for Quick Response. 


Basically, they are bar codes on steroids. You can download a simple free app on your smartphone to be able to scan the code, which will then take you to a website, file, phone number, or wherever else the author of the code wants you to see.

http://www.freetech4teachers.com/2011/04/qr-codes-in-classroom.html

Examples of the various uses of QR codes

QR Codes can be created to display; 

• URL’s
• Emails address
• Youtube videos
• Vcards

The way QR Codes can be used in the classroom is only limited by our own and our students’ imagination. A couple of ways to use QR Codes include:

• Make worksheets link to websites
• Make a project trail for students to follow
• Sheet music that links to mp3 files
• Take students to websites without the need to type in an URL.
• Provide information ‘hot spots’ throughout the classroom to access online videos, websites, text that is related to curriculum and instructional material.
• Adapt text/books by including QR Codes – providing additional information via text, video and audio
• Adapt text/books by including QR Codes – providing text or audio in an alternative language
• Attach QR Codes to the classroom calendar / timetable to point to information about upcoming class events, assessment reminders, etc.
• Take students to a website you are browsing on an interactive whiteboard. Using the Mobile Barcoder add-on for the Firefox web browser, quickly generate a QR Code and have students scan with their own hand held device.

A great example of using QR codes to providing instant feedback

Like all ICT's there are positive and minuses below is my PMI on QR Codes. I feel there are low risks using them, QR Codes just need a good idea and some well thought out planning.

Positive QR codes are an easy and novel way to direct a student to a link, website or even my blog! They are simple to create, it took a few minutes with no prior knowledge to create my first one. Can be used in a variety lesson structures or in hot spots around the classroom.

Minus Unless linked to a learning outcome such as the need for instant feedback than it can waste time, the students and your, use them appropriately

Interesting What are the issues with misuse of these, can they be made to lead to an inappropriate site, check links carefully.

So what does this mean for teachers, should we use mobile phones in the classroom?

Good question!

Students today are independent mobile users, if we can apply this and plan for it we can hopefully make students independent mobile learners.

The safety of student and teachers privacy and well being, must be considered and again planned for, students will use their phones regardless of their education, they are apart of every students future in and out of the workplace.  Therefore we need to educated them on the safe use so that they gain life skills that will aid them into the future. 

If we can redefine mobile use again, we can use this technology to enhance learning and redefine the possibilities of learning in and out of the classroom.

References

 http://www.freetech4teachers.com/2011/04/qr-codes-in-classroom.html

 http://www.webroot.com/us/en/home/resources/articles/digital-family-life/family-social-media-in-the-classroom-part-2-of-3

 http://langwitches.org/blog/2007/10/21/cell-phones-as-classroom-learning-tools/

http://computer.howstuffworks.com/web-301.htm

Post 6, Assignment 1, Reflective 5, Week 6

I love using the ICT's in the classroom!

But wait, there's still more...

This week we dipped our toes in to some additional digital tools classed as Animations and Simulations.

Animations and Simulations include a variety of tools that can offer massive advantages over textbooks when it comes to complex and abstract concepts. They can also offer an online and virtual experience where the real thing is too expensive or difficult to provide for the students such as flying to space to see the world from above!

I had a look/play with all the additional tool and feel in love with a few, especial Google Earth and the interactive Learning Objects. The interactive Learning objects where amazing interactive games that are learner based and well laid out. I would love to see more off these and could definitely see the learning benefits for all student, that's if you could find the right game for the right learning requirements as I don't see myself creating one anytime soon so I would be restricted to what was available. 

The ICT I wanted to explore more was Google Earth, I could see so much potential to visualize the world as a whole and utilize the layers available, which I will cover in a moment. For your interest I have had a play and reviewed each of the tools in a basic form.

ICT Tool	Ratings	Descriptions	Comments
Interactive Learning Objects	5/5	Interactive learning objects are web based objects that allow students to visually understand and virtually interact with phenomena that they learn about in the classroom.	Amazing ability to merge a game with education, I designed a mobile phone, investigated a crash. I felt it animated real life situations in an easy scaffolded way to create a great learning platform.
Adobe Flash	4/5	Adobe Flash Player is the standard for delivering high-impact, rich Web content.	A great software for multiple viewing Designs, animation, and application user interfaces are deployed immediately across all browsers and platforms, attracting and engaging users with a rich Web experience. http://www.adobe.com/software/flash/about/
Google Earth	5/5	Google Earth is a virtual globe, map and geographical information program	Google Earth lets you fly anywhere on Earth to view satellite imagery, maps, terrain, 3D buildings, from galaxies in outer space to the canyons of the ocean. https://www.google.com/earth/
Google Maps	5/5	Provides directions, interactive maps, and satellite/aerial imagery of many countries. https://www.google.com.au/maps?source=tldsi&hl=en	Google Maps are a fun and visual way to help students understand geography concepts, map reading, location, and distance measurement. Besides using Google Maps to teach the fundamentals of mapping, like latitude and longitude, you can inspire students to investigate the world and to think spatially.  http://maps.google.com/help/maps/education/learn/
Google Docx	3/5	Create a new document and edit with others at the same time -- from your computer, phone or tablet.  http://www.google.com/docs/about/	This is a must have if you are working together on a document in real time. Each participant will have a flagged cursor so you can see who is working where, and doing what. Then the document is saved with everybody's input. https://moodle.cqu.edu.au/mod/page/view.php?id=15661
Online concept mapping	5/5	A mind map is a diagram used to visually organize information. See below on my blog for an example.	I have been using these online tools throughout my study and I love the use of them to explain the overall links with a concept. They are fantastic for consolidating information to produce a clear picture of information
Online timelines	4/5	Wikipedia defines a timeline as a kind of graphic design showing a long bar labeled with dates alongside itself	Dipity is a free digital timeline website.  Users can create, share, embed and collaborate on interactive, visually engaging timelines that integrate video, audio, images, text, links, social media, location and timestamps. http://www.dipity.com/
Zooburst	4/5	ZooBurst is a digital storytelling tool that lets anyone easily create his or her own 3D pop-up books. As an educational tool, ZooBurst provides students with new ways in which they can tell stories, deliver presentations, write reports and express complex ideas.	ZooBurst contains a powerful “classroom management” feature for teachers that lets them easily set up protected, safe spaces for their students. http://www.zooburst.com/
Museumbox	4/5	This site provides the tools for you to build up an argument or description of an event, person or historical period by placing items in a virtual box. What items, for example, would you put in a box to describe your life; the life of a Victorian Servant or Roman soldier; or to show that slavery was wrong and unnecessary? You can display anything from a text file to a movie. http://museumbox.e2bn.org/	The basic format of Museum Box is the cube. The application provides instruments for uploading just about any type of digital content, including images, videos, sounds, presentations, word processor documents, and Web links. Audio and text content can also be created directly in Museum Box, allowing users to explain and recount their information. Voiceovers can be created by speaking into a computer microphone and then saving the clip in Museum Box’s website. http://blog.planbookedu.com/promoted/page:11

Wow that's a lot of tools! Whats your favorite?
Easy, my favorite is...Google Earth

Google Earth has many benefits as you can see from my PMI on Google Earth

Positive presents a great deal of information in a geographic context is easy to install and use is an excellent venue for inquiry-based activities is appropriate for educational use in a wide range of subject areas is an effective tool integrating the study of multiple disciplines is a great research tool has a large active user community with a public discussion forum is pre-loaded with a wide variety useful data enables users to create and display their own data can be launched easily to explore an issue that arises during an informal discussion is available for free download.  http://serc.carleton.edu/sp/library/google_earth/why.html

Minus Like all online tools there can be software issue and you may need a backup plan and  a safety policy.

Interesting The amazing layers and additional information available The space and universe functions

I linked my Prezi presentation (from last week) to Google Earth within an additional activity for my Year 9 Earth Science lesson plan. I wanted the students to be able to use the layers available and identify the types of volcanoes within the ring of fire (tectonic plate activity bordering Australia). 

Prezi - Tectonic Plates

This ideally would lead to a summary Globster page which was upload to the central Weebly. I have shown these links by developing a very useful mind map!

My Mind map shows the use of programs like Prexi, Google Earth and Globster being linked in to a lesson plan

Higher order thinking with a view to developing students’ deep

understanding and ability to construct insightful questions, are identified by Moyle (2006) as desirable objectives for teaching and learning with ICT. I aimed to create higher order learning through scaffolded questions, and student centered activities that lead to a group collation of their work. This would aid them to research and evaluate the information to present a creative posters that shows knowledge and understanding.

Is this one of those redefinition of ICT's in the classroom thing?

Well done, your learning!

Yes, I do feel that Google Earth have more than the ability to meet the highest level of the SAMRs model, it certainly redefines what was once possible in the classroom.
When you consider that before such ICT applications such as Google Earth, we had world globes. A small, limited resource that was often lacking much detail and not very engaging. 

Now, we have completely redefined learning with Google Earth. I felt that Google Earth was a fantastic higher learning tool as it lets you fly anywhere on Earth from galaxies in outer space to the canyons of the ocean, Google Earth allows the user to view satellite imagery, maps, terrain, 3D buildings, zooming in and out to see the detail or the big picture. 

These functions give us as teacher an amazing ability to take and show students aspect of the world that were inconceivable before such an easy, free, piece of technology. By giving us the ability to use the layers of information in a 3D form, it can facilitate understanding of the Earth systems and the many subject areas that relate to it, ranging from natural sciences to social sciences, history, art, engineering and any other topic that has a geographic component. 

A great example of using Google Earth and redefining learning in Science
http://www.slideshare.net/belindaastanton/tpack-samr

 Google Earth can be used:

• to support hands-on inquiry by students in computer classrooms.
• as a basis for homework assignments.
• for dynamic presentations during class lectures.
• for inquiry during class presentations.
• to create imagery and maps for PowerPoint, Word, and other presentation tools.
• as a data discovery, organization, and distribution tool for research projects.
• to enrich discussion of an issue that arises spontaneously during an informal classroom discussion. http://serc.carleton.edu/sp/library/google_earth/why.html

How have teachers used Google Earth in the past, what resources are there?

Great question, some examples of Google Earth being used in the classroom include...

Declan DePaor at Old Dominion University is having students create a collection of Google Earth teaching materials entitled Google Earth Science. This set of materials includes KMZ files that represented various types of tectonic plate boundaries, mountain belts, volcanoes, and other geological features as cross sections, and includes a profile of the atmosphere and Earth's magnetic field. Cutaways also represent the three-dimensional structure of the Sun, Mercury, Venus, Mars, the Earth, and our moon. http://serc.carleton.edu/sp/library/google_earth/why.html

Ron Schott's Geology Home Companion Blog offers lots of educational material and data, including "Where on (Google) Earth" puzzles that challenge visitors to find locations using Google Earth imagery along with clues. http://serc.carleton.edu/sp/library/google_earth/why.html

I can see loads of potential for it applications in my own teaching areas such as;

Science

• Explore the Earth's many ecosystems and habitats on all of the continents
• Identify topographic features such as types of volcanoes
• Explore the rich resources from  the Science Education Resource Center (SERC) to help facilitate better understanding of the Earth's many systems
• Explore the under water terrain, visit sea vents, and learn about the health of the ocean. 

Math

• Use Real World Math and the variety of lesson plans that utilise Google Earth to teach a wide range of math concepts, such as scale, geometry and distance
• Use the Ruler tool to calculate distances in various units of measurements
• Find the angle of elevation for hiking trails or ski runs using trigonometric functions

As an additional activity for my Yr 9 science lesson, I directed them to Google Earth layers. Here are some screen shoots of Google Earth looking at the volcanoes that make up the ring of fire (watch the Prezi!).

Google Earth additional information in layers

A fantastic feature that I wanted to use within my lesson plan was the additional information that Google Earth layers provided. For example when a volcano was selected, It provides a great addition to the visual side as it consolidates an amazing amount of information with a simple click. Making it very easy to use, engaging and educational. I would have my students continue from the prezi site to Google Earth with a set of questions to answer that would scaffold critical and creative thinking. Such as;

1. What types of volcanoes predominantly make up the ring of fire?
2. What are the characteristics of these types of volcanoes? and 
3. What Tectonic processes cause these features?.

Another great way to build on the use of maps and create higher order thinking is to use Scribble maps. Scribble maps allows maps to become interactive and could be used  in a classroom by setting scaffolded questions like, draw the ring of fire, what features can you see, what do you think causes the geological features?

I have attached my examples of using scribble map for this topic.

Set the world map and get the students to be creative and apply there new knowledge, what do they see?

Here is an example of scribbling - the students would look for features to identify the ring of Fire and outline their guess backed up with a explanation.

The collected information can be consolidated and presented on a Globster which is an online scrapbooking tool that allows the student to place many types of information on a single page.The Globsters can be embedded in the central Wiki or Weebly site as a great evidence of activity and learning. Opportunities for students to undertake both individualistic and collaborative learning were emphasised by Moyle (2006) as necessary for students’ development and I would aim to provide both group and individual activities such as individual scribble map activity and group work creating a Globster.

I have embedded an example of a Globster on my wikispace and would complete this lesson plan with a group collaboration creating a Globster, and then collating it into the central Weebly to give evidence of learning.

A Globster used as to summaries learning in a topic/unit

Any advice on using online ICT tools?

Some of the amazing tools available have the ability to transform the classroom, Google Earth can take you to space and right back down into your back yard. There are not many substitutes for that experience and the learning that can come from such software is limit less so my advice would be know whats out there, take the time to know what the programs can do. 

As quickly are we learn about the new programs, more will be developed. Keep up to date on what available and use it right. 

Again choose right, plan well, reach that goal and redefine learning.

Cheers Cassie

References

Moyle, K. (2006). Leadership and Learning with ICT: Voices from the profession, Teaching Australia - Australian Institute for Teaching and School Leadership 2006 Retrieved from http://www.aitsl.edu.au/docs/default-source/default-document-library/leadership_and_learning_with_ict_-_voices_from_the_profession

http://www.adobe.com/software/flash/about/

https://www.google.com/earth/

http://serc.carleton.edu/sp/library/google_earth/why.html

https://www.google.com.au/maps?source=tldsi&hl=en

http://maps.google.com/help/maps/education/learn/

http://maps.google.com/help/maps/education/learn/#tab=science

http://maps.google.com/help/maps/education/learn/#tab=math

http://www.google.com/docs/about/

https://moodle.cqu.edu.au/mod/page/view.php?id=15661

http://www.dipity.com/

http://www.zooburst.com/

http://museumbox.e2bn.org/

http://blog.planbookedu.com/promoted/page:11

http://libguides.madisoncollege.edu/newmedia/learningobjects

http://instructionaltechtalk.com/advantages-and-disadvantages-of-prezi/
http://ditchthattextbook.com/2014/03/13/rethinking-samr-tpack-and-using-technology-well/?relatedposts_hit=1&relatedposts_origin=1673&relatedposts_position=1
http://www.slideshare.net/belindaastanton/tpack-samr