Synopsis

When beginning this course I came in very optimistic and overconfident on my abilities of incorporating ITD into the classroom. I quickly realised that my level of confidence would not remain at this level for long. When I looked through the different types of ITD that we had to learn I was overwhelmed with the technical skills we would have to develop. Although I failed to comprehend these aspects at first I made it a personal goal to strive for further achievement as I now know by undergoing this course just how many positive outcomes can be produced from incorporating ITD into the classroom.

Within the first few weeks the amount of personal growth was amazing. I went from knowing hardly anything to being able to use websites such as blogger and wikispaces along with editing videos, resizing images and adding hyperlinks to my work.

In our first task the De Bono’s Hats/Mobile phone wikispaces activity it made me realise the importance of higher order thinking along with blooms taxonomy. The De Bono’s Hats/Mobile phone wikispaces activity allowed me to identify the main six categories into human thinking.

Knowledge: remembering or recalling appropriate, previously learned information to draw out factual (usually right or wrong) answers. Use words and phrases such as: how many, when, where, list, define, tell, describe, identify, etc., to draw out factual answers, testing students' recall and recognition.

Comprehension: grasping or understanding the meaning of informational materials. Use words such as: describe, explain, estimate, predict, identify, differentiate, etc., to encourage students to translate, interpret, and extrapolate.

Application: applying previously learned information (or knowledge) to new and unfamiliar situations. Use words such as: demonstrate, apply, illustrate, show, solve, examine, classify, experiment, etc., to encourage students to apply knowledge to situations that are new and unfamiliar.

Analysis: breaking down information into parts, or examining (and trying to understand the organizational structure of) information. Use words and phrases such as: what are the differences, analyse, explain, compare, separate, classify, arrange, etc., to encourage students to break information down into parts.

Synthesis: applying prior knowledge and skills to combine elements into a pattern not clearly there before. Use words and phrases such as: combine, rearrange, substitute, create, design, invent, what if, etc., to encourage students to combine elements into a pattern that's new.

Evaluation: judging or deciding according to some set of criteria, without real right or wrong answers. Use words such as: assess, decide, measure, select, explain, conclude, compare, summarize, etc., to encourage students to make judgements according to a set of criteria.

By evaluating and learning these six categories I believe I can successfully apply it to my classroom whilst using ICT programs.

I found using the SAMR model was a very valuable tool I could use and refer to whilst teaching. When first being introduced to the concept of the SAMR model I found the concept difficult to understand and relate back to how I would use it in my classroom. Thinking back to my schooling days there were limited or no technology used in a manual arts class. So completing the SAMR model each week really challenged me when trying to incorporate it into classroom. The SAMR model opened my eyes and gave me insight on just how much more knowledge and achievement could be gained by substituting traditional methods for technology.


Although my involvement was very limited I found given the opportunity to collaborate with other students throughout the CQU universe a very good concept. I only managed to leave a limited amount of comments on people’s blogs. And although I did comment they were limited to my own classmates throughout the course. I believe I could have tried harder to construct more comments amongst other people. I also liked the fact that so many people commented on my blogs. It really reinsured what I was writing in my blog was valuable to others.

An important aspect I gained knowledge on throughout this course was the importance of legal issues surrounding technology. Before this course I was aware of these issues but had no idea of how in depth they are. This is an area I believe that will have to be further investigated to be sure that I follow the law and legislation at all times. This information will also need to be explained to the students so they also have sufficient knowledge of the law and legislation.

Overall this course has given me an insight of the importance of using higher order thinking, blooms taxonomy, the SAMR model and the importance of collaboration. I am also looking forward to implementing what I have learnt into my next placement and seeing how the students will respond to me using a numerous range of ICT strategies that I have learnt throughout this course.

AutoCAD

AutoCAD is a general computer aided drawing tool with a number of functions that can be used in conjunction with design. The CAD software helps the designer in visualizing the final product that is to be made. The design created can also be given animation and see how the actual product will work, thus helping the designer to immediately make the modifications if required. CAD software also helps the designer in creating, analysing, and documenting the design. All these factors help in drastically improving the productivity of the designer that translates into a visual understanding, fast designing, and shorter project completion times.



Learning Outcomes:

1. Use the functions and commands of AutoCAD software to create, save, and print drawings that make use of multiple lines, geometric shapes, and curves.

2. Locate and apply the many features of AutoCAD that automate the drafting process and facilitate the creation of more accurate drawings in less time than traditional drafting methods.

3. Locate and apply the features of AutoCAD that provide for the accurate addition of dimensions, tolerances, and drawing notes and labels using symbols and placements recognized by multiple standards organizations.

4. Use the functions and commands of AutoCAD software to create isometric and three-dimensional drawings and models.




Substitution:

Swap out paper based theory and use AutoCAD to create working diagrams and demonstrations.


Augmentation:

Using AutoCAD students are now able to easily edit mistakes quickly and more effectively.


Modification:

Design programs: AutoCAD allows students to complete detailed drawings in both 2D and 3D models with assembly views. By building the project digitally before real construction begins allows the students to see if any issues arise. Should make construction easier and quicker


Redefinition:

By using designs program like AutoCAD students can not only build their project digitally but could upload the image to a photo of their lounge room to see what it will look like before construction even begins (checking for colours, size and style)

By examining the images below you can clearly gain an understanding of how the AutoCad program (top picture) is more precise with dimensions and easily understandable opposed to the free hand sketch (bottom picture) that is messy and has dimensions that are not precise.

PowerPoint!

PowerPoint is a software program to enhance your oral presentation as a teacher and to keep students focused on your subject. It operates like a slide show, but uses modern technology in the form of computers and digital projector rather than a projector of old. Slides may contain text, graphics, sound, movies, and other objects, which may be arranged freely. The presentation can be printed, displayed live on a computer, or navigated through at the command of the presenter. PowerPoint also allows you to add pictures and graphics to the presentation. They can be added using the icon on the content layout slide types or simply by using the insert tab on the ribbon.


In a manual arts classroom using a PowerPoint presentation can be very useful. By using a PowerPoint presentation it eliminates the need for information to be written on a whiteboard where often important information such as measurements is rubbed off or teachers writing is hard to understand for some students. By using the PowerPoint the information is clear, visible and students can always comeback to read the instructions. A manual arts teacher could also benefit by using a PowerPoint presentation when explaining the project at hand. The teacher could construct a PowerPoint clearly explaining the instructions, measurements and tools needed to complete the project.


Substitution: Instead of writing instructions on the board create a PowerPoint presentation.

Augmentation: Teacher instructs students to create their own PowerPoint and present their own project to the class.


Modification: Students can create their own PowerPoint presentation and include their progress and knowledge gained.


Redefinition: Students can create and view other PowerPoint's from around the world. 

Bellow i have attached pictures of how a teacher could use a powerpoint to explain the importance of the correct procedure for finishing off a project.

Reflection on images!

When incorporating images into the classroom there are a number of technical features and aspects that are available with the use of an image. An image can be edited and altered in many different ways such as, cropping, added colour features, and resizing just to name a few starting the actual reading. Although using images in the classroom is a great way to keep students motivated, privacy policies are a very strict and important aspect to remember. For further information I have attached the link from our weekly readings for a further understanding of the privacy policies. http://www.smartcopying.edu.au/

 In a reading session where text can sometimes be complicated and uninspiring to students, images are one of very few aids that teachers can use to grab their student’s attention as well as to motivate them before. Using images in an ITD classroom presents many opportunities for successful learning outcomes. As a teacher I would allow students to use a camera or phone to take pictures of various stages of their planning and job to be used to upload to their blog. By incorporating the use of pictures in an ITD class the students would then be able to monitor their own achievement and progress. I would also use previous images of myself and prior student’s jobs to visually engage the students whilst explaining instructions.

Instead of drawing a finished sketch or plan simply take a photo of the finished project.

Students can use images to further enhance the ideas they already have about their final outcome of the job.

Students will be able to edit the design of their job using the AutoCad software to have a better understanding of their final product.

                                      

Students will be able to share their designs and plans with multiple students and teachers around the world.

A beneficial example of using an image in the classroom would be if a student was asked what tools they used whilst completing the task. Instead of listing all tools used the student could add an image with every tool he/she used just like the image bellow.  

Blogs in the classroom

 A blog is a regularly updated website or web page that is typically run by an individual or in some cases multiple individuals. The content on the blog allows other users to comment their own opinion and provide feedback for the author. To further explain exactly what a blog entitles I have embedded a video which you can view by clicking the link below. https://www.youtube.com/watchv=NjwUHXoi8lM

In an ITD class applying the use of blogs would be a great way for students to share their work and get feedback on their jobs. Usually in the classroom a student relies on the teacher for feedback, in this case by using a blog the students would be able to post questions and queries they may be struggling with, then have other students help them out which gives them the same outcome as asking the teacher. I believe students require constant feedback in an ITD class for any confidence to be gained. Allowing students to post a picture of their job in a blog it allows the teacher to view the student’s job and provide an equal amount of feedback to each student.

Essay writing in classrooms is a very traditional form of assessment usually carried out by using pen and paper. Traditionally, the essays are just handed in to the teacher after completion. This method could be substituted by students creating a blog and posting their essays online. 

General in class activities could be successfully improved with the use of an online blog. The technology whilst using the blog allows students functional improvement such as spell check, copy paste, word count, grammar check and also allows images and graphics to be easily embedded within the document.

Using a blog allows students to share their work easily with the teacher and fellow students. Students can then analyse and collaborate on each other’s work expressing their common ideas and disagreements. 

Using a blog in the classroom allows students to collaborate with classes from other countries which without technology would be previously inconceivable. Students could invite subject experts to contribute to information gathering and analysis. Students could use the blog to create collaborative platforms to interact with other classes and experts around the world, generating a global approach and reach.

Throughout this post I was able to incorporate multiple amounts of photos and also a link to a website. Although very basic skills I believe I have provided sufficient evidence of my technical skills throughout this post.

Assesment Task 1: De Bono’s Hats/Mobile phones

Coming into the digital pedagogy course I now admit I was over confident with my level of digital competency. In the first week being instructed to create a blog and a wiki space quickly knocked my confidence down a couple of levels and had me looking for help pretty quickly! However thanks to the help of a few people (Lady Amanda) I was back on track and ready to start the De Bono’s Hats/Mobile phone wikispaces activity.

In my experience using the De Bono’s Hats/Mobile phone wikispaces activity to collaborate and share our own thoughts of the topic with other students was very helpful and relatively easy to use. Once on the wiki page the instructions were clear and easy to follow for all levels of digital competency. I strongly agree while I was undergoing this task the wikispaces worked well as a flexible tool for this project at every level of the SAMR model.

Also throughout the De Bono’s Hats/Mobile phone activity it allowed me to use the fundamentals of Blooms Taxonomy. The De Bono’s Hat activity encouraged me to use higher order thinking. In the activity I had to evaluate the 5 hats then answer each question with my own opinion. Answering the questions made me engage thinking skills particularly recalling information and prior knowledge.

Overall I believe the wiki spaces website would be a valuable tool for any teacher to use in their classroom. An Activity like De Bono’s Hats/Mobile phone would allow students to practice thinking skills which involve judging and stating an opinion about the information. It is a tool that teachers can use to create and encourage higher order thinking.