The separation of media and control at the network level will enable dynamic aggregation and delivery of media and services to the most appropriate device via the most appropriate distribution channel.
Next-generation network protocols and architectures, such as those for distributed systems, will enable the emergence of network services, the definition of users as network services, and the dynamic aggregation of network services.
The representation of users as permanent network identities and use of intelligent agent technology on the user’s behalf will enable dynamic interaction between multiple users and services within a single context.
Fixed and mobile devices, such as PCs, PDAs, TVs, and cell phones, will evolve from functioning individually within a single context to functioning as a collection of related networked devices that share a single context.
The maturation of fixed and mobile distribution channels, such as powerline, xDSL, and cellular, and the separation of control and media will enable the emergence of seamless bandwidth.
The vision of pervasive computing in an increasingly networked environment is the most likely future scenario for integrating computing into everyday life. There are issues to be addressed, some of them considerable, but the advantages to disabled users are immediately apparent. Intelligent environments, computer control by everyday activity, and the linking of devices wirelessly all contribute to an ease of use that seems to belong to a distant future. But despite the advanced appearance of the pervasive computing vision, much of the necessary technology is already capable. How regional, national, social and cultural factors will influence the technologies and promise of pervasive computing remains to be seen.
Speaker: David Harris, Principal, GwandalanPublic School
The most important factor affecting the learning outcomes of computerbasedtechnology applications is not the kind of technology used, but thedesign of thelearning experience which makes use of these applications
(Alexander and McKenzie, 1998).
Introduction
The notion of “one classroom fits all” is recognised as no longer being able to meet student needs in contemporary education. Students have differing needs, academic levels, learning styles and a host of other variables which need to be addressed in the classrooms of today. There are also many claims that the use of technology will magically motivate students into becoming actively engaged in their learning. This does not occur without the classroom teacher understanding learning styles, differing student ability and how technology can be used to effectively enhance problem solving skills and critical thinking.
Technology does allow children to be able to explore ideas in a number of ways and also allows them to present their work to others in interesting and varied formats. Technology can also allow students with fine motor problems to present quality work. In my work in schools I have found that through technology, doors can open for students to explore their individual potential.
Both of these models are similar to “Authentic Pedagogy” which has been implemented in the United States.
It doesn't really matter which theory of learning styles you believe in. The important idea to grasp is that all people learn in different ways, and we need to take that into account when designing lessons. There is not one teaching method that will work for all learners. Since all learners are different, we must provide a variety of teaching methods to better match the variety of learning styles that students bring to the classroom.
Teaching Styles (Implications for teachers in the classroom)
The Internet and technology lends itself nicely to a Constructivist style of teaching. In a classroom where this approach is taken, there must be access to the Internet and computers all the time as a tool for finding and presenting information. There also needs to be a lab where the whole class has access when required. Above all teachers will need to be flexible with a combination of online and off line activities. Teachers also need to be prepared for disasters as the internet is still unreliable in some cases. The classroom teacher will also have to be prepared to move from being the conveyor of all knowledge to the facilitator who supports students in their search for knowledge.
This list of descriptors portrays constructivist teachers as ideal partners to student Internet explorers:
Constructivist teachers;
§encourage and accept student autonomy and initiative.
§use raw data and primary sources, along with manipulative, interactive, and physical materials.
§when framing tasks, use cognitive terminology such as "classify," "analyse," "predict," and "create."
§allow student responses to drive lessons, shift instructional strategies, and alter content.
§inquire about students' understanding of concepts before sharing their own understanding of those concepts.
§encourage students to engage in dialogue, both with the teacher and with one another.
§encourage student inquiry by asking thoughtful, open-ended questions and encouraging students to ask questions of each other.
§seek elaboration of students' initial responses.
§engage students in experiences that might engender contradictions to their initial hypotheses and then encourage discussion.
§allow wait time after posing questions.
§provide time for students to construct relationships and create metaphors.
§nurture students' natural curiosity through frequent use of the learning cycle model.
The following table can be found at http://www.casacanada.com/multech.html It demonstrates how technology can be integrated using multiple intelligences.
Integrating Technology in Multiple Intelligences:
Linguistic: Use of word processing programs can help teach language, writing, editing, and rewriting skills. Also the Internet is an invaluable tool in learning. Through e-mail children can improve their language skills as well.
Other applications children may benefit from are:
Word processors with voice annotations.
Desktop publishing programs.
Programs that allow children to create stories, poems, essays, etc.
Multimedia authoring.
Using tape recorders.
Logical-Mathematical: Computer programs that teach logic and critical thinking skills. These are also in game formats that could motivate children. Math programs that allows drilling and practicing. Database programs that help explore and organize data and information.
Other applications children may benefit from:
Problem solving software
Computer Aided design programs
Strategy game software
Graphing calculators
Multimedia authoring programs
Spreadsheet programs
Visual/Spatial: Graphics programs that help develop creativity and visual skills. Also browsing the Internet, organizing files, folders will develop some spatial understanding.
Other applications children may benefit from are:
Draw programs (CorelDraw, Paint Shop Pro)
Image composing programs (image composer)
Paint programs (Microsoft paint)
Reading programs with visual clues
Web page programs
3D software
Software games
Spreadsheet programs which allow children to see charts, maps or diagrams
Multimedia authoring programs
Musical: programs that help write or play music.
Music composing software
DVD player
Programs integrating stories with songs and instruments
Reading programs which relate letter/sound with music
Programs which allow children to create their own music
CD-ROMs about music and instruments
Audio CDs
Tape recorders
Word processors (to write about a movie or song)
Bodily-Kinesthetic: Using computers will help develop hand-eye coordination. Working with a computer will allow children to become involved in their learning, actively.
Other applications children may benefit from are:
Software games that allow contact with the keyboard, mouse, joystick and other devices.
Programs that allow children to move objects around the screen.
Word processing programs
Animation programs
Interpersonal: Students can work in groups of two to four on the computers. Working in groups will strengthen children’s communication and cooperation skills.
Applications children may benefit from are:
Computer games which requires two or more persons
Programs that allow to create group presentations (PowerPoint)
Telecommunication programs
E-mail
Distance education
Chat to discuss ideas
Help others with any programs
Intrapersonal: The computer can help children build up individual skills. It allows for differences in children’s learning styles and abilities. Children may work on their own pace with computers.
Applications children may benefit from are:
Any programs which allow children to work independently.
Games involving only one person.
Brainstorming or problem solving software.
Instructional games
Word processors for journaling and recording feelings
Developing multimedia portfolio
Video editing (Adobe Premier, iMovie)
We all learn in different ways. Educators need to try to meet the needs of all children by providing a variety of lessons using various teaching methods. When integrating technology in lessons, teachers have to make sure to remember the needs of all the learners and use various methods and techniques. Using software can develop the potential of all children.
There are some very good internet sites for exploring Multiple Intelligence lessons and technology.
The following are examples of how web based applications can be used to differentiate learning. My presentation will show examples.
EDUWEB
Stu Hasic, Technology Adviser for Sydney Region has developed a program called Eduweb that gives every student in the school an intranet site. The potential for this utility in schools is enormous. With little teacher input students can publish all manner of work to a secure student intranet. EDUWEB uses data from OASIS to create individual student pages, linked to class and grade pages. It takes hours and hours of work to build this resource manually, a job which is just too hard in most schools. EDUWEB is highly recommended and I have worked with students in Years 1-6. I even think with good teaching, Kindergarten students (with help) could be publishing. This program is available free to NSW Government schools and at a cost to other systems. Information on the program can be found at http://stuhasic.com/eduweb/index.htm
Webquests
A WebQuest is an inquiry-oriented activity in which most or all of the information used by learners is drawn from the Web. WebQuests are designed to use learners' time well, to focus on using information rather than looking for it, and to support learners' thinking at the levels of analysis, synthesis and evaluation. The model was developed in early 1995 at San DiegoStateUniversity by Bernie Dodge with Tom March. More information on WebQuests can be found at http://webquest.sdsu.edu/webquest.html
Launch pads
A launch pad is where the teacher searches the Internet first and finds appropriate sites prior to the lesson or research. This way the students are directed to the important information and do not waste time sifting through large amounts of useless sites. There are good examples of launch pads on the Internet that have been developed and shared by educators. At my school we provide launch pad pages through our intranet. Some good examples of launch pads can be found at
The use of the internet in lessons will facilitate group work as well as individual projects. A typical internet based unit could be in the form of a Webquest, or use a combination of research activities to provide information to complete a task. It is generally agreed that the use of open ended questions provide the greatest scope for engendering critical thinking skills with students. The Queensland Department of Education has many graded lessons plans called “rich tasks”, which could be used in a similar fashion to the example below. The NSW Department of Education also has lesson plans available through http://www.curriculumsupport.nsw.edu.au/primary/index.cfm?kla=LearningTechnologies
Creating a lesson plan with multi-level integration of technical and literacy skills
Using a skills based approach, such as the NSW Board of Studies, Generic Skills can be useful in designing lessons which seek to integrate a range of competencies. This table provides an outline of the skills.
SKILL FOCUS
DESCRIPTION
Research
Locate, select and evaluate information from a variety of sources
Communication
Present and communicate information according to purpose, situation and audience
Solving Problems
Apply a range of problem-solving strategies to achieve an accepted solution
Using Technology
Select and use the most appropriate technologies for a given task
Critical Thinking
Make personal judgements and informed choices
Expression
Respond emotionally and imaginatively through creative and expressive activities
Task Management
Use time and resources effectively
Cooperation
Work cooperatively with others
Citizenship
Develop an awareness of personal, local, national and global responsibilities
The use of the internet in lessons will facilitate group work as well as individual projects. A typical internet based unit could be in the form of a Webquest, or use a combination of research activities to provide information to complete a task. It is generally agreed that the use of open ended questions provide the greatest scope for engendering critical thinking skills with students.
Example: A question might be “Your family is moving and has the choice of three cities, Melbourne, Sydney and Brisbane. List the points for and against each city and then make a choice based on the needs of your family. Be prepared to justify your choice.”
This activity would address the following outcomes.
Key Learning Area
Outcomes Addressed
English
TS3.1 Communicates effectively for a rangeof purposes and with a variety of audiences to express well developed, well organised ideas dealing with more challenging topics.
RS3.5 Reads independently an extensive range of texts with increasing content demands and responds to themes and issues.
RS3.6 Uses a comprehensive range of skills and strategies appropriate to the type of text being read.
WS3.9 Produces a wide range of well‑structured and well‑presented literary and factual texts for a wide variety of purposes and audiences using increasingly challenging topics, ideas, issues and written language features.
WS3.12 Produces texts in a fluent and legible style and uses computer technology to present these effectively in a variety of ways.
Mathematics
WM3.2 Selects and uses appropriate problem solving strategies to complete investigations.
WM3.3 Uses mathematical terminology and some conventions to explain, interpret and represent mathematical situations in a variety of ways.
WM3.4 Gives a valid reason for a solution to an investigation and checks that the answer makes sense in the original situation.
WM3.6Selects appropriate technology and uses it to help carry out mathematical investigations.
H.S.I.E.
ENS2.6 Describes people’s interactions with environments and identifies responsible ways of interacting with environments.
Science & Technology
INVS3.7 Conducts their own investigations and makes judgements based on the results of observing, questioning, planning, predicting, testing, collecting, recording and analysing data, and drawing conclusions.
UTS3.9 Evaluates, selects and uses a range of equipment, computer-based technology, materials and other resources to meet the requirements and constraints of investigation
Generic Skills
Research
Solving Problems
Using Technology
Critical Thinking
Expression
Task Management
To complete this question a student(s) would have to find out about each city. The teacher might supply a table that lists crime, weather, population and recreational activities. Students would research the information and then discuss with their family the results before making a choice and listing the reasons for the choice. They would need to use multiple internet sites and then choose a medium to present their work.
The internet also provides opportunities to integrate real life examples into units of work teachers already do. In mathematics, students study concepts such as timetables http://www.cityrail.info/timetable/index.jsp .They can use the actual City Rail timetable to make their calculations. They can also work out fares and travelling time between places. In art students can visit actual collections or view particular works
Powerful learning and multimedia- how to infuse multimedia into differentiated lesson plans
Dara Rosen http://edweb.sdsu.edu/courses/edtec596r/students/Rosen/Rosen.html makes the following observations about multimedia applications. Multimedia and Hypermedia Multimedia applications combine video, sound, text, animation and graphics. In cases where multimedia is used learning becomes an active process involving students and teachers and students can use the technology to learn and communicate their understanding of a subject (Townsend, 1992). When creating multimedia reports, students must use all learning modes to gather the necessary information. In their article, Frank and Catherine Townsend identify six benefits of using multimedia based lessons to meet learning needs:
Multimedia reaches a variety of senses. This allows the individual to tailor or focus their learning to their individual style, whether it is verbal, auditory or physical.
Multimedia projects validate self expression by allowing students to decide how they want to create a project or assimilate information.
Technology gives a sense of ownership to the user. The students actually create evidence of what they have learned, which can later become part of a portfolio.
Multimedia creates an active rather than passive atmosphere for learning, which forces student participation and makes them think.
Technology fosters communication among students as well as between student and teacher. They discuss the content, organization of content, and how to present it to others (topics which may not have otherwise been discussed).
The use of technology and multimedia makes sense because it is already built in to the everyday life of all students.
Hypermedia is the storage and retrieval of information in a nonsequential matter as opposed to the traditional linear pattern. Users determine the direction of flow by navigating through the information as they intuitively desire by using links. Hypermedia links various forms of media, including text, graphics, video, animation and sound. This can be beneficial to students of different learning styles because they can explore in a direction and speed that is comfortable to them. They can use the sensory stimuli that best enhances their learning. So for example, a student can link to a sound clip to hear a story being read or may choose to read it on the screen. Some students will prefer to follow a linear progression, while others may explore the information by leaping from one path to another while synthesizing the various concepts being presented.
DVD is the latest technology to allow students to both view and develop new forms of Hypermedia. With the latest in Firewire technology, students can take Digital Video, edit it on computer, create menus and then burn their finished product to DVD. This has potential right across the curriculum teaching students about storyboarding, production, visual graphics and animation as well as the associated literacy and technology skills involved.
Our school has just purchased a whole school license for Clickview. Clickview is a reliable, easy-to-manage digital video delivery platform which provides on-demand access to your school's video library wherever learning is taking place. It comes complete with an extensive video library which is fully editable from any workstation. A capture card records from TV. The new version also can subscribe to any podcast such as the ABC or BBC Radio for an automatic download of audio files. Students can make their own movies or add movie clips to presentations and assignments. More information on Clickview is available at http://www.clickview.com.au/home.php .
Digital video can be made from using single “still” photographs and then edited in a video program. This can be used to create special movies called “slowmation”. Students in Kinder and Year 1 at Gwandalan have made examples which can be viewed from the school website in the student section. http://www.gwandalan-p.schools.nsw.edu.au/
They have made the movies on road safety and the environment.
Podcasting offers another opportunity to provide a varied approach to curriculum delivery. Podcastingis the distribution of audio or video files, such as radio programs or music videos, over the internet for listening on mobile devices and personal computers. Students can create cross curricula projects such as travel or tourist information for their local area, narrate stories or poems they have written for listening to by others or record informational radio shows complete with interviews etc. For further information try http://www.recap.ltd.uk/articles/podguide.html
Conclusion
It is becoming clearer that the students in our schools today and into the future, will face a world that holds information and the use of technology as key prerequisites for employment and recreational pursuits. It therefore follows that our students must have access to the latest technology and teaching methodology to succeed and thrive in such a world, developing effective pedagogy that integrates technology across the curriculum.
What is evident is that with thought, the use of technology can be a useful tool across all curriculum areas. It provides opportunities to use real world examples, find information and publish student work. It also provides an excellent tool for teachers to find information and examples to support their teaching. It presents a challenge to educators to examine the way they teach.
The use of different technologies allows students to learn a basic set of skills and then apply these skills at an ability level which is applicable to them. It also allows teachers to design lessons which can extract different levels of achievement from the one task. During the presentation examples of this kind of work will be shown.
Hopefully, this presentation will provoke your thoughts, so that you will explore the use of the internet and technology in your classrooms.
Internet references for integrating the internet across all curriculum areas.
The home of WebQuests. This site is designed to serve as a resource to those who are using the WebQuest model to teach with the web. By pointing to excellent examples and collecting materials developed to communicate the idea, all of us experimenting with WebQuests will be able to learn from each other.
Now that I have a connection to the Internet, what do I do with it? This is a very valid question that is asked hundreds of times on listservs, at conferences, and in school faculty meetings. Common statements range from I don't have time to do one more thing to where do I go for examples? This page is dedicated to examples of how the Web can be used in the classroom.
Most of the sites in this page focus on providing background information on how teachers can use the Internet in their classroom. Resources include explanations, examples, suggestions, self-instructional tutorials (lessons), and discussion groups.
