Embedded Task 5 - Google Docs (Collaborative Authoring)

Google Docs

Whilst having heard of the term Google Docs, I have never been exposed to it or used them in my learning so far. However I can definitely see the benefit of this ICT in my classroom.

Google Docs is user friendly and I found it very familiar to use given its Microsoft Word like format, so even someone with no previous experience would be able to navigate their way around creating one. You can customise Google Docs similar to that of how you can a Microsoft Word document, such as changing font size and colour. You can also add images, insert tables, link to websites and use paint. Google Docs is a multi-author tool that allows you to invite other people to edit the document which can be done at the same time as someone else editing the document and uses name flags to show you who is editing what. Their is also a history function that allows you to view previous versions before they were edited and it also advises the author, time and day when the document was last edited. 

Google Docs will support my digital pedagogy and inspire student collaboration which is an important outcome that I want all my students to learn and achieve in my class. Google Docs could be used in a multitude of ways in a Manual Arts class/workshop. I would predominately have my students use Google Docs when working on group assessments. By doing this, students would be able to work on their assessment anywhere and at anytime. They would also be able to work on the assessment when other students are working on it also which would eliminate any delays with working on the assessment task (unlike the traditional method where the document might be emailed between students or exchanged from student to student via a USB). As a teacher, I could use Google Docs to help give prompt feedback to students where I could edit their work and ideas at anytime and therefore save time in class. One of the most beneficial uses of Google Docs is not only the interaction and collaboration between student and teacher or between students in class, but the ability to collaborate with someone anywhere in the world at anytime. This idea really encapsulates how this form of ICT is important in my digital pedagogy and how I will endeavor to have this in my classroom for all my students. 

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SAMR Model based on Google Docs

S - Teacher uses Google Docs and invites children to view document online as part of homework (rather than using handouts)
A - Teacher uses Google Docs and allows students to edit document and add their own ideas
M - Students create own Google Doc to share with teacher to allow for feedback and idea suggestions
R - Students use Google Docs to work collaboratively with other students at the same time

Image of Google Doc Created and view of other user editing document

Embedded Task 4 - Thinglink

Thinglink

My exploration of digital tools this week took me on an unfamiliar journey of how to present learning. I had never heard of Thinglink before, but feel this could be beneficial in my classroom so decided to explore it further.

I found Thinglink to be easy to use and navigate around. There are FAQ’s on the website as well as examples and various other helpful links if you would like to learn more and see examples of how it can be used. Thinglink provides you with an embed code which allows you to link your design in your Blog or Wiki which is a useful function to have for students. When uploading images, you are able to do this from your other online accounts such as Facebook and Flickr, which allows for a quicker and easier process in creating your own Thinglink. Probably one of the most useful technical features with Thinglink is the ability to follow other people and receive notifications of interactions with others and statistics on how many times your creation has been viewed. Thinglink is predominately a single author tool but there is the option for others to edit and remix your images (this function is found in settings). The only downside with Thinglink as an educational tool is the need to upgrade and pay for a version if you wish to work with your students. 

Thinglink will support my pedagogy and inspire creativity and collaboration with other students. This is an important learning outcome that I want all my students to achieve in my classes.  Thinglink could be used in a variety of ways in my Manual Arts workshop. These would range from collating images of various tools the students have used and then adding their knowledge of that tool and safety requirements (my Thinglink is an example of this), or collating images of various types of wood and adding notes about the wood and when/where it would most likely be used. With this information that the student has acquired, it would also give an option for the student to present this information when continuing on their studies to show their Recognized Prior Learning (if entering into an apprenticeship etc). This would be a useful ICT learning tool for students as it is an online collection of their knowledge that they can access and add to and ultimately create their own portfolio of knowledge that they could refer back to at any stage. It would also be a great tool for students to collaborate with other students as they can follow each other’s Thinglinks and add tags and information to their work. From a teacher’s perspective, they would be able to upload an image and ask students to view and learn from their tags already created and also ask that students to add their own tags to their work. 

SAMR Model based on Thinglink

S – Teacher uploads image of the collection of tools students are required to use
A – Teacher adds notes to each tool of its function and safety requirements
M - Students create their own Thinglink and adds additional tool images. They also tag other students work with any additional information that they may know about the tool.
R – Students follow other students and views tools that they have never seen or perhaps used before and are then able to explore that tool and use it and deepen their knowledge through comparative analysis. 

Embedded Task 3 - Images

Images

There are a number of technical features and aspects that are available to you with the use of images. Images can be edited, altered or photo shopped with numerous software packages available. These can range from free download beginner programs to professional and commercial programs that need to be purchased. Most basic editing programs feature a re-sizing option for images which ensures that photos can be uploaded and downloaded successfully and guarantees the person viewing the photos does indeed get to view them. This involves either reducing the image to a smaller size so you are not waiting for the image to upload onto the page or enlarging the image to make viewing possible.  Although I have only used the basic editing programs I have found them to be user friendly but they do involve some navigating around the program to find the various features available to you and some practice in mastering the editing features.

The use of images will inspire various learning outcomes in my classroom and support my digital pedagogy. Images will be used in my student’s portfolios/blogs where they will take photos of their project at each stage of building as a record of their progress and achievement. I would also have my students use images when brainstorming about the design of their project so they could collate images of various items and design aspects. They could then incorporate these ideas into their own project and ultimately form their own unique design. As a teacher I would incorporate images into my lessons of projects that students were building as to inspire them about their own projects and ideas. I would also use images to engage students in what I was teaching. As Andrew Fuller mentions on his website, by presenting an image in teaching, you increase the retention rate of an adolescent from 10% to 65% whilst also achieving a higher level of engagement.

An important part of my digital pedagogy will be to ensure that safe practice is maintained in using and sharing images which will apply to both myself as a teacher and also my students. This is to ensure that the correct copyright procedure is followed when using/uploading images into your work and also that you have the persons permission in using a photo. This applies examples such as taking photos of students or uploading their photos of their work. The Smartcopy website contains useful information that can be used for further reference. 

S - Students taking a photo of their finished project rather than drawing/sketching one 

A - Students collate/collect images of project ideas to gain inspiration from

M - Students can edit images of their work (or design) which will allow them to imagine what their finished project will look like by way of creating an ideology portfolio (changing colours of materials used etc)

R - Students can upload and share numerous images of their work with other students or organisation to gain ideas and inspiration from (accounts such as Flickr or Instagram)

 Before and after Image using the editing program Befunky (free download program)

Reducing and enlarging an image using Microsoft Office (free computer program)