REFERENCES

About.com. (2009). We’ll help you. Retrieved on 7 August, 2009 from http://www.about.com/

ACU. (2000). What is active learning? Retrieved July 7, 2009 from http://www.acu.edu/cte/activelearning/whatisal.htm

Alred,S. (2009). Delivery technologies forum. Retrieved on 11 August from, http://moodle.cqu.edu.au/mod/forum/discuss.php?d=4032

Answer.com. (2009). Enter a question or a phrase. Retrieved on August 6, 2009 from http://www.answers.com/

Australian Universities Teaching Committee (AUTC). (2003). Learning design. Retrieved August 10, 2009, from http://www.learningdesigns.uow.edu.au/project/learn_design.htm

BDigital Web Solutions. (2001). Go Karts the need for speed. Retrieved on 14 August, from http://www.limassolcity.com/go-karts/

ClassMarker. (2009). Free quiz maker for online testing. Retrieved August 17, 2009 from http://www.classmarker.com/

Commonwealth of Australia. (2008). Designing and implanting e-learning. Retrieved on August 2, from http://designing.flexiblelearning.net.au/gallery/index.htm

Dixon, K. (2007). What is the Difference Between a Blog and a Wiki? Retrieved on August 6, 2009 from http://mplictechtrain.blogspot.com/2007/04/what-is-difference-between-blog-and.htm

flickr. (n.d)What is Flickr? Retrieved on August 13, 2009 from http://www.flickr.com/tour/

Ginger Champagne Varnado Elementary School (n.d). What is higher order thinking? Retrieved on August 6, 2009 from http://www.ves.wpsb.org/focus/higherorderthinking.html

Google. (2009). Google Earth. Retrieved August 17, 2009, from http://earth.google.com/

Green, R. (2009). A growing classroom dilemma: how an LMS can help. Retrieved on 11, August from http://www.articlesbase.com/online-education-articles/a-growing-classroom-dilemma-how-an-lms-can-help-995241.html

Incompetech. (n.d.). Music FAQ. Retrieved on August 18, 2009 from http://incompetech.com/m/c/royalty-free/faq.html

ISIF. (2009). Differences between wikis and blogs. Retrieved on August 6, 2009 from http://www.isif.asia/wikihelp/en.lproj/wiki/Understanding_wiki_vs_blog/ Jake. (2007). Using Flickr in the classroom Retrieved oh August 13, 2009 from http://www.jakesonline.org/flickrinclassroom.pdf

JCU. (2008). Learning styles. Retrieved on 11 August from http://www.jcu.edu.au/office/tld/learningskills/learningst/index.html Kearsely, G., & Shneiderman., B. (1999). Engagement theory: A framework for technology-based teaching and learning. Retrieved on July 26, 2009 from http://home.sprynet.com/~gkearsley/engage.htm

Kearsley, G. & Shneiderman, G. (1999). Engagement theory: a framework for technology-based teaching and learning. Retrieved July 7, 2009, from http://home.sprynet.com/~gkearsley/engage.htm

learnhub. (2008-2009). Flickr in the K-12 classroom. Retrieved on 13 August, from http://twt.learnhub.com/lesson/1517-flickr-in-the-k-12-classroom

Lightbody, K. (2007). Digital video in education. Retrieved on August 14, 2009 from http://www.zardec.net.au/keith/digvideo.htm

MediaFire. (2006-2009). MediaFire what is MediaFire? Retrieved on August 15, 2009 from http://www.mediafire.com/about.php

Mediarama (n.d) Basic online photo editing. Retrieved on August 16, 2009 from http://mediarama.com.au/very-useful-stuff-just-for-you/151.html?task=view

Montgomery Country Public School. (2005). Fostering higher order thinking. Retrieved on August 6, 2009 from http://www.montgomeryschoolsmd.org/departments/development/documents/diversity/Tip6.pdf

PC Maganize (1996-2006) Definition of: YouTube. Retrieved on August 17, 2009 from http://www.pcmag.com/encyclopedia_term/0,2542,t=YouTube&i=57119,00.asp

Prensky. (2001). Digital Natives Digital Immigrants. Retrieved July 7, 2009, from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf

Prensky, .(2005). Engage me or Enrage me - what todays learners demand. Retrieved July 7, 2009, from http://net.educause.edu/ir/library/pdf/erm0553.pdf Slideshare. (2009). Slideshare. Retrieved August 10, 2009 from http://www.slideshare.net/

Squidoo (2009). Voki – Avatars in education. Retrieved on 7 August from http://www.squidoo.com/voki

Teaching Expertise. (n.d). Encouraging creative thinkers: working across the curriculum . Retrieved on August 6, 2009 from http://www.teachingexpertise.com/e-bulletins/encouraging-creative-thinkers-working-across-curriculum-5579

Teachnology, Inc. (1998-2009). Powerpoint in the classroom. Retrieved on 11 August, 2009 from, http://www.teach-nology.com/tutorials/powerpoint/

Teachweb2. Picnik. Retrieved on August 8, 2009 from http://teachweb2.wikispaces.com/Picnik

TechTerms.com. (2005-2009) Powerpoint. Retrieved on August 8 from http://www.techterms.com/definition/powerpoint

The State of Queensland Department of Education and Training. (2004). Higher-order thinking. Retrieved on 6 August, 2009 from http://education.qld.gov.au/corporate/newbasics/html/pedagogies/intellect/int1a.html

The University of Melbourne. (2007). Home page. Retrieved on 7 August, 2009 from http://www.unimelb.edu.au/

Tuscaloosa City Schools. (2002)Using powerpoints in the classroom. Retrieved on 11 August from http://online.tusc.k12.al.us/tutorials/pptclass/pptclass.htm

VoiceThread. (2007-2009). VoiceThread. Retrieved on 17, August 2009 from http://voicethread.com/about/

Voki. (2008). Use Voki avatars in your 2.0 classroom. Retrieved August 7, 2009 from http://blog.Voki.com/2008/01/use-Voki-avatar.html

Weir, L. (n.d.) Voice thread extends the classroom with interactive multimedia albums. Retrieved on 17, August 2009 from http://www.edutopia.org/interactive-whiteboard-classroom

Wichita Public Schools. (2009). Interwrite schoolBoards and schoolPads. Retrievd on 12 August, from http://technology.usd259.org/resources/whiteboards/interwrite.htm Interwrite SchoolBoards and SchoolPads

Wikipedia. (2009). Wikipedia. Retrieved August 16, 2009 from http://en.wikipedia.org/wiki/What_is_wikipedia

Worthington, T. (2008). Blended learning: using a learning management system live in the classroom. Retrieved on 11, August 2009 from http://www.tomw.net.au/technology/it/blended_learning/

REFLECTIVE SYNOPSIS

I have learned from this assessment that utilising technology into the students learning environment is crucial if LM desires to engage students and have effective teaching in digital age we now live in, as Pernsky (2005), states “They spent their entire lives surrounded by and using computers, videogames, digital music players, video cams, cell phones, and all the other toys and tools of the digital age. Today average college grads have spent less than 5,000 hours of their lives reading, but over 10, 000 hours playing video games”. Hence we LM’s need to speak to this digital age students in their terminology, via utilising the technology they are surrounded by, if we as LM’s want to engage students and in return obtain an effective learning environment.

I have also learned from this assessment how to utilise the technology digital native students are surrounded by via experimentation and reading. Several of these forms of ICTs I did know existed or know they could exist in a students learning environment. I now know how to engage “the” student at the back row and alike with the headphones instead of enrage. In addition I have also learned how higher-order and creative thinking and other frameworks can be achieved though out the above technologies in the learning environment.

Unfortunately with this kind of technology comes disadvantage: netiquette, internet safely and access and equity and maybe a breech of trust from student, if a Walled Garden approach is not on. However saying this I do not think the Walled Garden approach is the right technique to apply to the ICTs as several of the technologies can not be access. My approach would be outlining the rules, in guidance with NetAlert and the consequences if rules are broken. My approach in the learning environment is receipt others as you would like to be receipted and mainly a joint construction environment (student and LM construct the development of the unit/day/less in cooperation). Access and equity is not only the Indigenous community, disability students and low-socio economic families, it also inclues cultural or own belief. Persenky (2005) describes two people digital natives and digital immigrants, there are several digital immigrants that have beliefs or views that children should not be in front of a computer, and they should be outside playing. Because we are living in a society that is becoming obese, this becoming the norm of digital immigrants the belief or view: we need our children/students outside not statured in technology. Being a digital immigrant, myself, this view before completing this assessment was similar. However learning that we not going to engage or have an effective learning environment, as LMs, if we do not include technology into students learning environment, I think we, LMs, need to have an element of the two for example music with movement, blogs and wiki with sports, or Goggle Earth with sports for example Running from Mackay to Brisbane, students could run around the oval each morning, then calculate their distant then ran, join all the students distant together and map it out on Goggle Earth, Day1: Mackay to Sarina Day 2: Sarina to Rocky etc . Access of these technologies in the learning environment is a vast disadvantage as many schools are not equipped with them, which is quite disappointing after learning how effective and engaging they are. However I will be out there convincing society we need them in our learning environment to seize the benefits for students.

I have enjoyed this blog and the features that it contains, countless times I have found myself changing my page, font and colour etc, however I think the disadvantage of this tool is keeping track of your comments oh fellow peers blogs, because I found it difficult to keep track of where I posted. Once I had posted a couple and had gone away from the blog I would forget where I had posted by comment. Which for me took away the learning value, because I had posted questions but did not know which fellow peers I have posted to, additionally I would of like to have followed the post. Knowing this now I would make sure I let students know this, thus they could keep track of their fellow peers in the learning environment. The forum was fantastic on Moodle if I had a query, I would go there and most times my query would have been answered by other fellow peers, and thanks to Scot they were answered quickly and effectively. I would like to apply the two together in my learning environment, blog and LMS or wiki and LMS or just LMS with the daily/weekly/monthly and/or subject desire.

Good bye for now, you can fine me in the schools utilising these technology. I will be applying/trying to implant all these technology one stage or another in my learning environment when teaching: especially Google Earth, music on the web and Interactive Whiteboard, because I will be teaching lower levels. I well also being using this technology in my day-to-day life.

OTHER ICT

There are many other ICT that can be utilise in the learning environment here are some:

• Reading online: students can visit their faviourte authors Paul Jennings -http://www.pauljennings.com.au/, one of my favourite when I was younger Judy Blume - http://www.judyblume.com/ and favourite when I was younger among other people Roald Dahl - http://www.roalddahl.com/Darr. From these site students can sometimes obtain a sample of the new books authors are writing; information and details about author and books; and/or students can read and listen to story online. This tool is great for digital narrative and visual and audio students.
• Video games – PC, Xbox 360, Will, PS3, PS2, PSP, DS etc. Yes I did say the last couple, I watch a very informative presentation the other day on how they can be utilise and the benefits (high-order and creative thinking) in the learning environment: problem-solving; collaborative and enhancing communication; accommodate multiple learning styles – visual, verbal, reflective; open tasks; and give students “fee’ time during the day to be creative. The presentation mention a school that utilise video games into their learning environment not sure which one but I come across another one Beaconsfied Upper Primary School - link if you would like to have a look: http://www.vit.vic.edu.au/files/documents/1461_iteach-Mar08--final.pdf
• Students making their own games, I know this sounds complex, maybe because we are digital natives, however I think digital immigrants would be able to perform this task
• Mobile phones – yes they can be used for learning, several of the technology listed above can be ultilise such as blogs, wikis, PowerPoint presentation, WIKIpedia, quizzes and others. Other ways: checking their spelling; I like this one by Sean Web Design (n.d), “mail questions to the teacher that they might be embarrassed to ask”, document class by digital camera/video, homework and many more.

VOICE THREAD

Voice Threads are online slide shows of images, document or videos that enable viewers to comment on any slide (Weir, n.d.). It is a collaborative, multimedia slide show that holds images, documents and videos and allows people to navigate pages and leave comments: voice with a microphone or telephone, text, audio file, or video via a webcam (Voice Thread 2007-2009). Another alternative with Voice Tread is the comments can be embedded to show and to show and receive comments on other Web sites and exported to MP3 players or DVDs to play as archival movies (Voice Thread).

Voice Thread could be employed in the learning environment via students comment on the images that relate to classroom studies for example volcanoes, frogs, trees and plants. Ferriter (cited Weir, n.d.), “In a classroom conversation, there’s generally one stand of conversation going at any one time, and if you’re bored by that particular strand, you’re completely disengaged.” The advantage of Voice Tread is that multiple conversations are going on at once. He claims “If I asked them, ‘Take out a piece of paper and do some writing about your thoughts on the Sudan, or injustice,’ I probably wouldn’t get much.” While a thread is active, Ferriter brings up one of the posted comments on Voice Tread and asks the student to consider it and evaluate the comment.

Higher order and creative thinking are foster in this tool as group conversations are collected and shared in one place from anywhere in the world, collaborative activity, open-ended question can be asked by the LM and students, give the students more choice – which thread that want to reply and how and is an open task. This also can be foster under Oliver’s framework (cited AUCT, 2003) the students leaning tasks could be learning about frogs hence they look at the images of frog on Voice Thread and comment about them.

USING MUSIC ON THE WEB - INCOMPETECH

Using music on the Web or downloading has become a problem in society because of copyright laws. Incompetech is royalty free music library covered under the Creative Commons agreement which allows the user to download music easily and free. There many genres to choice from: from rock, to orchestral and even New age (Incompetech, n.d.). LM and students can utilise the tracks into video productions, slide shows, background music, podcasts, emailing.

Music is a powerful tool for our personal expression within our daily lives it helps set the scene for many important experiences. Music affects our feeling and or energy levels, when playing music it creates desire moods for example make us happy, enjoy movement and dance, energise, bring back powerful memories, help relax and focus. Hence music is a great classroom tool to use to set moods of the students example relax or release tension, energise learning experience, add an element of fun to the learning experience or learning environment, improve memory the list is endless. Music can also be incorporate in assessment levels for example in blogs, wikis, PowerPoint presentation, podcasts, digital video, slide shows.

FILE STORAGE - MEDIA FIRE

File storage has now come even simpler now due to update technology tool call MediaFire. Occasionally people may like to make their files publicly accessible to share in school intranet or LM System (CQUniversity, 2009). On the Internet there are easy and free options to make this a reality like MediaFire. MediaFire is the simplest free file hosting service for businesses, professionals, schools and individuals to share files and images with others (MediaFire, 2006-2009). No more clogging the inboxes or bogging down Web site or even your computer as with MediaFire people can distribute small or large files over the Internet securely and have the files accessible from any computer, anywhere or anytime or have the files accessible to hundreds or thousands of people (MediaFire). With MediaFire the features are:

• upload - upload hundreds of files or upload just one
• organise - create unlimited folders and sub folders
• share - share your files however you want to
• easy photo galleries - folders serve a double duty making photo sharing easier than ever
• security and privacy - flexible privacy options and security measures keep your important files safe
• simple and professional - upgrade to a MediaPro account for professional grade power and service

I signed up for MediaFire, I found it straightforward and easy to navigate around. MediaFire would be great for teacher and alike to share their files, also excellent tool to organise and upload files from any computer, anywhere or anytime with security and privacy offered. I have uploaded a unit on farm that LM can employ in prep class. I have also added my music files to this as well.

My link: http://www.mediafire.com/?sharekey=943cd9c0abdf31cca0f2f20c509059d962c4e64e2995e45ac95965eaa7bc68bc

SLIDESHARE

SlideShare enables the user to upload and share PowerPoint presentation, Word documents and Adobe PDF Portfolios and publicly or privately and distribute by SlideShare, blogs, wikis and alike technologies they may also be email (SlideShare, 2009). For the LM to gain the most from SlideShare click on the “Community” link along the top navigational banner. Next, click the “groups” link. The LM will see “Education” listed or alternatively if LM has a particular topic in mind type in keyword search on the home page (Slideshare).

SlideShare like other technologies, YouTube and podcasting primarily have material inappropriate for students to visit however if LM have follow by above ideas for Internet Safely in the learning environment this should be no hassle.

SlideShare can be employed in the learning environment by the means of: as mention above SlideShares can be embedded into wikis, blogs and like technologies therefore students can upload their presentation to these sites or if students miss a class PowerPoint presentation can be sent to them via email with SlideShare. Students and LM can find PowerPoint topics they would like to use in the learning environment or post to others.

The PowerPoint presentation below is part of the degree I’m studying currently CQUniversity's BLM and for subject English, Curriculum and Pedagogy in relation to cartoons and comics in the classroom being utilise in the classroom for teaching purposes. Created by Me, Hollie Ringwood and Samantha Chant.

The link: http://www.slideshare.net/secret/d5L6LifCOuVxPs

Sorry couldn't get it to upload it said 'embedding is disabled'.

WIKIPedia

Wikipedia is a free, Web-based collaborative encyclopedia, currently the largest and most popular general reference work on the Internet (Wikipedia, 2009). Wikipedia has 13 million articles (2.9 million in English) written collaboratively by volunteers around the world, and almost all the articles can be edited by anyone who can access the Wikipedia Web site (Wikipedia). Conversely it has tight set of guidelines and moderators to persist information is accurate and avoid breaches of copyright (CQUniversity, 2009; Wikipedia). The images and knowledge are covered by the creative commons license agreement (CQUniversity).

Wikipedia is a controversial site. I think it is great for background knowledge (which I do) though I do not believe it should be in an academic assignment. Hence I would employ this TECHNOLOGY in my learning environment for students to develop background knowledge because it’s quick, comprehensive, straight-forward knowledge. Also students are able to employ the images from Wikipedia as it covered by the creative commons license (CQUniversity, 2009).

Critics of Wikipedia accuse Wikipedia of its reliability and accuracy; however, false or unverified information though scholarly work suggests that vandalism is generally short-lived (Wikipedia, 2009). One way Wikipedia can be employs in a learning environment for higher-order and creative thinking experience, is authentic writing. Cummings (cited in Interact at the Center, 2009) “believes the major advantage to helping student essay writing with the use of Wikipedia is that students have audiences that are real and can provide plenty of immediate feedback to their writing.” The students then posted their worked to collaborative Wiki and the students wait for their comments, from Wikipedia readers. According to Cummings (Interact at the Center) he “believes students are writing and having more exposure to having to write formally.”

GOOGLE EARTH

Google Earth lets the viewer fly anywhere on Earth view satellite imagery, maps, terrain, 3D buildings, from galaxies in outer space to the canyons of the ocean, sunset around the world, tour distant cities with StreeView (Google Earth, 2009). Goggle Earth (Google Earth) also describes it “like a video game and a search engine rolled into one, Earth is basically a 3D model of the entire planet that lets you grab, spin and zoom down into any place on Earth". Davidson (cited in Goggle Earth, 2009) quotes “Teacher and students will travel the real earth of explorations, migrations, heroes and history and share new instruction growing on the planet itself.”

There are many features of Google Earth 5.0:

• explore rich geographical content
• save your toured places
• share with others
• obtain Historical imagery from around the globe
• obtain Ocean floor and surface data from marine experts
• alternatively acquire touring with audio and voice recording (Goggle Earth).

I love Google Earth; I have never experience anything similar. The features and information you can obtain and do are endless, from showing students the universe to a street: students could learn longitude and latitude, view historical events, view a certain place. I think it great engaging technology tool, I would have to say so far one of my favourite. It creates higher order and creative thinking and assign with Oliver’s framework: “Clean up Australia Day” could be the task and the resources are Google Earth and students are to map out the area they are going to clean up. Google Earth can be applied to all age levels plus all subjects, K-12 literature to environment science, it could be even utilised in tertiary level. Google Earth (2009) listed a several ways it could be applied in a learning environment; I have also included these links in my blog. Here are a few:

• “Art History - Search for photos and user-created maps showing famous museums like the Louvre in Paris. louvre - Google Maps
• Environmental Science & Climatology - Have students check Alaska's global warming problems. See how the Sierra Club used Google Earth to depict this problem. Explore the Arctic with Google Earth- Chill the Drills - Sierra Club
• Math - Explore distance, velocity, and wave properties of tsunamis
• Literature - Bring class or contemporary tales to life with Google LitTrips”.

Goggle Earth can cater to all learning styles via:

• Active and reflective learners – students are looking at the map and negative as doing so. - reflective learners they are able to stop on their accord when navigating, hence thinking about the new information they are learning.
• Sensing and intuitive learners – for sensors learners Google Earth is connecting to the real world instantly hence catering for them straight away. Also LM could offer facts and problem-solving activity to do via Google Earth example working out the distance from town to the next - intuitive learners by minimising repetition, memorisation and routine calculations.
• Visual and verbal learners – for visual is right there - verbal learners by allowing open discussion.
• Sequential and global learner – for sequential learning by offering the learning experience in linear steps where each step follows logically from the previous one - global learners giving students the big picture of what is going to taught and relating to what the students may already know (Felder & Solman, n.d; JCU, 2008).

YOUTUBE/ TEACHERTUBE

PC Magazine (1996-2006) describes YouTube as “A very popular Web video sharing site that lets anyone store short videos for private or public viewing.” YouTube has a variety of videos, including educational content which LM can use in the classroom, or students can watch at a later time and/or LM and students can add to their blogs, wikis, demonstrations, presentations etc. From this educational content, there are a number of similar sites that have developed hosting similar video learning objects like teacher tube (CQUniversity, 2009).

I would have to say before this course, I had never watched a YouTube; however, since doing this course I have found them every useful. I did not realise YouTube had educational content which has serve me every well in this course. Recently when I did my PowerPoint presentation it included a You Tube, which made putting the point across more successful. Also watching other students also consume You Tube in their presentation makes the point more absorb and breaks the talking. I have also found with YouTube I need to wait till the bar is fully loaded before playing (a shade of red), or the YouTube keeps thinking then playing. Featured is the YouTube that was added to our PowerPoint presentation comics and cartoons presentation to enhance and engage peers knowledge into the cartoon and how they could be utilised into the classroom, camera movement, moving images, use of words: Onomatopoeias and etc.

The teacher tube I have picked is a demonstration adding, subtracting, multiplying and dividing whole numbers (is a long video but added just to show how they can be effective in the learning environment). On Dale’s Cone, demonstration is the fourth most effectiveness of learning, however, I varied this with the students undertaking this activity and LM explaining plus putting this to action by undertaking authentic approach. LM will achieve a higher rate of effectiveness, for example, students and LM could make a shop and purchase items from the shop with money therefore adding and subtracting. An advantage of using this in teacher tube in classroom is the LM can stop, pause, and renew the video to explain the vital parts and the parts students do not understand. Students and LM could also use YouTube in their learning environment by adding to blogs, wikis, demonstrations, presentations etc.

YouTube and TeacherTube can speak to all learning styles via:

• Active and reflective learners – for active learners doing what the video demonstration is teaching while it is going or after the demonstration is finished. For reflective learners it allows students time to think about new information by stopping periodically or allowing the presentation to be review casually, for example, review later for students who would like to watch it again or for students who have missed a class.
• Sensing and intuitive learners – for sensors learners connecting the demonstration to the real world and offering facts and problem-solving activity at during or at end of demonstration – Intuitive learners by minimising repetition, memorisation and routine calculations during presentation.
• Visual and verbal learners – this is a finest tool to implement as they learn best by seeing – Verbal learners by allowing open discussion during and at the end of the demonstration.
• Sequential and global learner – sequential learning by offering the information in linear steps where each step follows logically from the previous one – Global learners giving students the big picture of what is going to taught and relating to what the students may already know (Felder & Solman, n.d.; JCU, 2008).

I recently even found a SchoolTube website, which as SchoolTube (2009) explains

SchoolTube provides students and educators a safe, world class, and FREE media sharing website that is nationally endorsed by premier education associations. SchoolTube is the recognized leader for moderated, internet media sharing for teachers and students. All student created materials on SchoolTube must be approved by registered teachers, follow local school guidelines, and adhere to our high standards.

QUIZZES - CLASSMARKER

The ClassMarker is a professional online testing Web site, which allows the uses to create online quiz that mark the tests (ClassMarker, 2005-2009). The LM or business co-workers/boss simply creates the quiz: the question and answer, follow by students or learners or business co-worker taking the quiz online. ClassMarker subsequently marks the test automatically. Online testing can be either used class-based or external testing. Class-based the user can: create/manage classes, register the learners and assign the tests (ClassMarker). External testing the user can: link directly to tests, learners can add own details and add their business logos (ClassMarker).

Most online quizzes are multiple choice. ClassMarker is a long with other several ways the question can be answered for example: multiple choice either single or multiple answers, true/false, free text (learners must type correct answer), punctuation (correct sentence punctuation) and essay (single word or essay style answers). The ClassMarker quiz along with others alike fits into Oliver’s framework The LM can utilise this in a learning environment for making the quizzes authentic by means of making them: challenging, relevant, engaging for students and reflect real-world contexts and situations that will confront students outside of school, which all relates to authentic assessment (Brady & Kennedy, 2009).

I have made a quiz on ClassMarker, I found the experience quite enjoyable. It was simple to navigate and making the test was straightforward. I have made a test on elearning/ICT to correspond with the course we are currently undertaking. I have utilised a variety of ways the question can be answered: true/false, multiple chose both single and multiple and free-text. My link is http://www.classmarker.com/embedded_quizzes/?quiz=e621573f70f457377994755e141e20e6

The advantage of using ClassMarker over paper-based testing is:

• receive results instantly
• LM can utilise and change them to accommodate another class or learning experienceLearning environment can be done in the classroom or at home making it exceptional tool for distance learning and online courses (Classmarker, 2009).

ANIMATIONS AND SIMULATIONS

Animations
NHC Science Animations website lets the viewer or student follow a path the particular object may go on, with images and words. For example I click on “What Tree Is It?” under plants. The next page had three choices: identify by fruit, tree or name. I click on fruit, after clicking on this I had another five choices and so on. Hence with this tool students are learning about objects and there visual change over time.

Simulations
I was hesitant about going into the site for simulation “dissect a frog”. I can remember back at school doing this learning experience – will I didn’t actually, I left the classroom, hence I would not be able to conduct a class to dissect a frog or similar. However with this technology provide LM’s can conduct dissecting frogs and alike, trouble-free. I found this program “Frogouts” informative for myself, hence students will also, I learn new parts of the frog such as: where all the organs where, tympanum, cloaca and others. The assessment at the end of the dissection would be fantastic for students allowing them for the information learn to be summarise and recap, thus making sure they know it correctly. Also the assessment would lead to higher order thinking, which does need to summative.

Different learning style would benefit from this by:

• Active and reflective learners – for active learners doing the dissection - reflective learners students can stop or pause the dissection allowing them time to think about new information.
• Sensing learners – for sensors learners the dissection is connect to the real world, the animals are real, and facts are incorporated during the dissection.
• Visual and verbal learners – visual and verbal this is a finest tool to implement, because visual learn best by seeing and verbal learners by hearing.Sequential and global learner – sequential the dissection is offered in linear steps.
• Global learners giving students the big picture of what is going to taught and relating to what the students may already know: Teacher Talk: “We are going to be doing a dissection on frogs today via computer and there is an assessment at the end however this is formative. Can anyone tell me about frogs?” (Felder & Solman, n.d; JCU, 2008).

IMAGE MANIPULATION - PICKI

Mediarama (n.d.) explains “Picnik is photo editing awesomeness, online, in your browser. It's the easiest way on the Web to fix underexposed photos, remove red-eye, or apply effects to your photos.” Photos in picink can simply be link to or open up from my space, flickr, facebook, Webs, Web shots, photobucket and picasa. The features on Picnik are endless: edited a photo; add extras to the photo under the create tab for example stickers, texts, frames, sandbox, and touch up; students can also create collages or fancy collages for example: scrapbooks, cards etc.

My Children1 Originally uploaded by kristenpinno

I uploaded the same photo I use in flickr and edited my photo by using the features: rotate and crop. There are many other edit features as well: auto-fix, resize, exposure, colours, sharpen and red-eye. From this picture it can be seen how effective Picnik is to edit a photo.

Picnik can be incorporate into the higher order and creative thinking/learning environment by the means of:

• creating special images to go along with writing projects or poems
• editing photos for technology projects (like iMovie)
• doing sequencing assignments with transformed pictures
• practicing adding or using different effects to images
• using images students create in class newsletter or wiki or blogs or displaying around the learning environment (teachweb2, 2009).

FLICKR

Flick is an image or online photo management Web site and online community platform, making sharing photo easy accessible around the world for anyone (Answer.com, 2009; flickr, n.d.). Flickr is covered under the Creative Commons licensing making it accessible for its community members to legally share content and use photographs for non-commercial use (learnhub, 2008-2009).

In the past, digital immigrants would have cut pictures from Magazines such as: National Geographic, Life, New Idea and other magazines to illustrate reports; hence we are catering and engaging digital narrative students via use one of their everyday tools: technology (Prensky, 2001). With flickr, students and LM have the capability to search a vast and growing photo archive to illustrate reports (learnhub, 2008-2009).

DSC00496 Originally uploaded by kristenpinno

My experience with Flickr was unpleasant. It took me along time to upload a photo and even longer when I tried to connect Picnik to Flickr. Hence before I employ this tool into my learning environment I will be bearing in this in mind and view the learning environment connection’s time. I have uploaded a photo of my children and also I have uploaded how a teacher, Haper, has utilise Flickr in her learning environment. She has made a poster for healthy eating advice and made a menu of sandwiches for a theme restaurant hence utilising higher order and creative thinking in the learning environment: collaborative, free time during the day to do this learning experience, and catered for learning styles mainly visual (flickr, 2009).

Healthy Eating Advice Originally uploaded by Mrs J Harper

Sandwiches Originally uploaded by Mrs J Harper

From the above poster it can be seen how engaging and effective Flickr can be employ into the learning environment by students, collaborative or individually, and for LM to design lessons and learning experience via Flickr that have a authentic focus (ACU, 2000; Jake, 2007; Kearsely & Sheiderman, 2009). Other ways for LM to employ flickr is a lesson on creative or interpretive writing and students can use single photographs as a writing prompt or using multiple images which then becomes digital storytelling (Jake). Flickr can also be used to create virtual field trips and as basis to illustrate reports: projects, presentation, assignments, blogs, wiki etc (Jake). LM can help students understand and apply the concept intellectual property rights, as Flickr imagery is covered under Creative Commons licensing (Jake). Flickr can also be added to the RSS feed making the ability to create a database of appropriate images about LM’s school that can be delivered automatically to parent and other community members who subscribe to the RSS feed (Jake).

STATIC WEB SITE

A static Web site is a server that has Web pages stored in the design that is sent to a client’s Web browser (Answer.com, 2009). Often static Web sites are simple forms or marketing examples of Web sites: classic Web site, a five-age Web site or a brochure Web site (Answer.com). They present pre-defined, static information to the user, for example, information about a company, its products and services via text, photos, Flash animation, audio/video and interactive menus and navigation (Answer.com). It is similar to handing out a printed brochure to customers or clients; however, these are on the Internet for them to view (Answer.com). The owner can make updates periodically to the static Web site; however, commonly the static Web site provides consistent, standard information for an extended period of time (CQUniversity, 2009).

Here is an example of a business static Web site: http://www.limassolcity.com/go-karts/

Here are student’s samples of static Web site: http://kairosnews.org/sample-student-Web sites

For students and LM static Web sites can be constructed on the computer using DreamWeaver, MS Front page or alike or hand code the html in a text editor (CQUniversity, 2009). The next step is uploading the Web site files to a Web server that is available or you have purchased space on (CQUniversity).

LM could use them to share their unit plans and learning experience. LM could also acquire students to make Static Web sites sharing information on a field trip then went and visited for example going to the sugar mill and seeing how sugar is made etc. Underpin Oliver’s (cited AUCT, 2003) framework students could then investigate where sugar is exported maybe even a problem - what would happen if we stop exporting cane or if we ran out cane. Students would then supply their own resources: books, Web links, articles etc. The support mechanism is the LM helping the student by giving instructions and a produce to follow plus follow up with feedback (AUCT).

VIDEOS

The simplest way to think of videos is in two parts: technical and pedagogical (CQUniversity, 2009). Technically, the making of video and in digital age can be referred to as digital video cameras (CQUniversity). Pedagogical are the reasons why a LM draws on them to teach students in the learning environment (CQUniversity). Videos for educational purposes can be played in blogs, wikis, LMS and Web sites using embedding code from video sharing Web sites (Commonwealth of Australia, 2008.

Lightbody (2007) quotes,

Students today live in a multimedia world and appreciate variety in their learning environment. They take audio visual information and the Internet for granted! When learning they find a mixture of text, still images, sound and video is more interesting than 'chalk and talk'. They gain opportunities for higher level thinking when producing their own digital video clips.

Thus videos are effective and engaging technology tools LM should be employing in their students’ education.

In my learning at school, videos were the only ICT utilised that has been covered in this delivery technology topic. I also can remember LM using a whiteboard projector hence I must be a digital immigrant (Presenky, 2001). However when thinking of school and videos the first thing that pops into my head is boredom and sleep, as I was not an admirer of the videos the class watched: most were for science. Saying this video have come along way now and I think I have a great tool for explaining things in a simpler term by means of demonstrations and illustrating concepts, ideas and example supported by text captions, diagrams, still images, descriptions, interviews and interactions which on Dale’s Cone is the fourth most effectiveness of learning (ACU, 2000). For example LM maybe going to use blogs in his/her learning environment hence the LM will find a video oh how they can be used, the features, how to set one up etc. I am a visual learner hence The YouTube demonstration throughout this course has help me to grasp the new technologies I am learning and will do the same for students of this nature.

Technical CQUniversity (2009) claims, “The simplest way to make video clips is to shoot the footage on a digital video camera and then capture this footage into a computer video editing package such as iMovie (apple Mac) or MovieMaker (PC)”. The benefits for the LM employing this in their learning environment that is the LM can create authentic purpose around collaboration work thus provide students with learning skills such as project management, scheduling, time management, leadership, consensus-building etc (Kearsley & Shnedierman, 1999). CQUniversity lists various way students are able to use their digital video camera to make authentic videos “news reports; how to build something; re-telling history; describing the emotional impact of disaster or providing humour”. Video recording can then be use for assessment purpose and the student can do their own presentations or demonstrations; however, with this in mind, the LM needs to be considerate of the technical component of digital video production. Higher order and creative thinking is apply to this application as students are working collaboratively enhancing communicating, multiple learning styles are catered for visual mainly and the task can be open, for example, students can do the topic on sports and why it is a great team sport and under that heading pick which sports and how they are going to film it etc.I have included below showing how a video can be utilise in the learning environment for higher order and creative thinking. The video is from “School Tube” it is done by a school student, Jaden, who attends school at “Wooland Intermediate Kimberly “. The video is a book review: Title: Kirsten Learns a Lesson by Janet Shaw.

Pedagogical The pedagogical benefits of utilising videos in the learning environment are they can be used to highlight, freeze-frame, played in slow motion or pause which is beneficial for LM because they can go into more detail explaining what is on screen or what students have seen so far (Commonwealth of Australia, 2008). They can also be beneficial for visual learners; ESL students – voice-over or on-screen labels; (Commonwealth of Australia). A video can be reviewed later for students who would like to watch it again or for students who have missed a class (CQUniversity, 2009). In addition LM can introduce a topic or problem task by employ video to briefly explain the overall aim and goals (CQUniversity).

PODCASTING

When you see an iPod plug into students ears do not assume they are listening to their favourite jams (Giang, 2009). They maybe are listening to a podcast which is the latest craze.

Podcast (iPOD broadCAST) is an audio broadcast that the users can transfer to and play on portable devices such as a digital music player - iPod, MP3 player etc. (Answers.com, 2009; The University of Melbourne, 2009). However many podcasts are played in a regular computer and although most podcasts are verbal they may also contain music, images and video (Answer.com). Noah (cited in Giang, 2009) quotes “I think podcasting challenges the traditional lecture modes. It speaks to different learning styles if there's a movie, it speaks to visual learners."

Podcast can be advantage for students as well as LM, because LM can downloaded information on specific subject to enhance their background knowledge. For example the University of Georgia (Giang, 2009) has employed podcasts for the students to review class lectures which allows students to focus on the discussions in class and not so much on scribbling notes. This also help assist students with disabilities because they are able to grasp the lecture before attending class.

I have iTunes store download; however, I was not aware I could download podcasts and listen via my iPod. I navigate around iTunes and realise I can also download movies, TV shows, music videos, audio books, Pixar short films and iPod games. I find iTunes store extremely slow; hence I am not sure how it would go in a learning environment setting. I downloaded Hooked on Phonics and found very useful it had a video with making hence making it for visual and audio learner. However the idea is for students is to download after school hours: lectures, assignment aspect, class information they may have miss from not attending school, homework lessons and podcast LM can also employ the tool by downloading helpful hints on her grasp an idea, for example, teaching French, phonics. To underpin Kerasley and Shneiderman (1999) engagement theory Relate-Create-Donate and higher and creative thinking, LM can also employ podcasts by attainment students to make podcasts. Students could form collaborative groups and create an authentic focus podcast for example the sugar cane project I mention early students could broadcast on their podcast.

INTERACTIVE WHITEBOARDS (IWB)

Prensky quotes, (2001, p.1) "Our students have changed radically. Today's students are no longer the people our educational system was designed to teach.

Answer.com (2009) defines interactive whiteboards (IWB) as a

large interactive display that connects to a computer and projector. A projector projects the computer's desktop onto the board's surface, where users control the computer using a pen, finger or other device. The board is typically mounted to a wall or on a floor stand.

I have never seen IWB in action, thus when I watched what You Tube offered I was astonished and engaged straight away. How far have we come from the days of blackboards? I remember looking at blackboard and just daydreaming think hurry up clock. The digital natives of today are not even going to realise that blackboards existed (Prensky, 2001). From watching You Tube, I could see that e.learning tools, IWB, have improved teaching and learning using instructional strategies enhanced by technology (Waterhouse, 2005) Ways LM can and employ IWB in the learning environment:

• Save lessons to present to students who were absent.
• Create video files.
• Do a lesson with the built in maps to teach continents, oceans, countries, or states and capitals.
• Digital storytelling.
• Brainstorming.
• Take notes directly into PowerPoint presentations.
• Use the online Web to reinforce what is being taught or to answer questions.
• Creating a project calendar.
• Use highlighter tool to highlight what your focus is for example the answer to a match question, grammar etc.
• Use it with Kidspiration or Inspiration.
• Illustrate and write a book as a class. Use the record feature to narrate the text.
• Use the Interwrite software to create lessons in advance at home or at school (Wichita Public Schools, 2009).

LEARNING MANAGEMENT SYSTEM (LMS)

CQUniversity (2009) describes learning management system (LMS) “a single platform that delivers content, manages assessment, provides communication forums and virtual collaboration spaces for students.” LMS can be categorised into two main types, proprietary and open source. Proprietary LMS (Blackboard or WebCT) cost and are generally expensive and lack flexibility; however, have good documentation and backup support. Open source LMS (Moodle) are inexpensive and are more flexible; however, may not have good documentation and or any backup support (CQUniversity, 2009). LMS can be adapted in the classroom by the means of the LM providing lectures and helping students with exercises; guides group discussion and supervise computer-based tests. Students can follow the lectures via the LMS, read notes, do exercise and take part in discussion with other students and LM if available (Worthington, 2008). I went and Google LMS and found an open source that I could use called haikuLMS, the Web site https://www.myhaikuclass.com/do/account/login. Within this LMS I can add students, parents, groups, and teachers. I found this haikuLMS simple to set up, but I have yet to master all the features it has as I have not yet navigate. Blackboard and Moodle I found quite straightforward LMSs to navigate; however, occasionally I find I need to go forwards and then backwards to the sites I am looking, for example, fora. Class are becoming larger which is making it difficult for LM to teach all students. The advantage of LMS is it can reach a considerably superior number of students in an effective manner than would otherwise not be the case because students are not confined to a specific classroom or instructor for course material. LMS are capable of enhancing , engaging and extending learning in flexible and innovative ways by offering students access to information after school hours and if available LM to converse with (Green, 2009; Waterhouse 2005).

POWERPOINTS

PowerPoint is a presentation program developed by Microsoft. Using this LM and students can create anything from basic slide show to complex presentations (TechTerms.com, 2005-2009). PowerPoints are a wonderful tool for learning in both a student- and teacher-directed situation. LM can add a new dimension to learning by explain abstract concepts via a PowerPoint and while accommodation all learning styles (CQUniversity, 2009; Teachnology, Inc, 1998-2009). LM can also recycled presentations, modifying them and use them over and over again, each time you teach those lessons. Teachnology, Inc (1998-2009) states “PowerPoint can be one of the most powerful tools for disseminating information ever known.” I am not on prac at the moment. therefore I can not build a new presentation for one of my classes. However I recently did two group presentations for this course, Bachelor of Learning Manager and the challenges and achievements involved was when I tried to add a Voki and could not; however, after reading the fora I worked out that I can hyperlink by following these simple steps:

1. Select text to hyperlink
2. Insert menu
3. Hyperlink
4. Type in URL
5. Click OK (Alred, 2009).

The achievements were that I learned how to add links into a PowerPoint presentation, YouTube, and a comic creator. Another achievement was a fellow group member showed me how to copy and paste pictures correctly as my images were not working properly as they were blurry. All I needed to do was open the picture up fully then copy and paste. Also during this presentation I learn how to add animations. Researchers Richard Felder and Barbara Soloman (n.d.) classify learning styles into four categories active and reflective learners; sensing and intuitive learners; visual and verbal learners; and sequential and global learner. PowerPoint can apply Felder and Soloman’s four categories to cater for student individual differences by means of:

• Active and reflective learners – for active learners doing what the presentation is teaching while it is going or after the presentation is finish. For reflective learners allowing students time to think about new information by stopping periodically or allowing the presentation to be review casually by the students in their own time.
• Sensing and intuitive learners – for sensors learners connecting the presentation to the real world and offering facts and problem-solving activity at during or at end of presentation. Intuitive learners by minimising repetition, memorisation and routine calculations during presentation.
• Visual and verbal learners – this is a finest tool to implement as they learn best by seeing. For more visual enhancement LM can add pictures, pictures, diagrams, charts, films, or any other visual representation to help support the course material being taught. Verbal learners by allowing open discussion during and at the end of the presentation.
• Sequential and global learner – sequential learning by offering the information in linear steps where each step follows logically from the previous one. Global learners giving students the big picture of what is going to taught and relating to what the students may already know (Felder & Solman, n.d; JCU, 2008).

Listed below are several ways LM can accommodate PowerPoint presentation into their teaching for parents and students:

• Flash cards – topics may include: reinforcing math concepts; practicing parts of speech; practicing spelling; reinforcing story problems; and reinforcing numbers, letters, or colours.
• Field trip slide show - Develop field trip slide shows to review and apply knowledge learned on a field trip. Students can work together to make a slide show that presents what they saw, as well as what they learned. Another option LM can create a field trip slide show for parents to see what happened.
• Autobiographical stories – students can create short autobiographical stories abut themselves.
• Interactive book reports - LM can have students create a PowerPoint presentation about books they read.
• Music class recitals – music LM during a recital can take pictures of the students while they are performing and record a small portion of their music on slides and LM can include student's picture and music.
• Group presentation slide shows.
• Poetry readings – Students can create slides displaying their personal poetry along with a voice recording.
• Specific subject presentation for example a presentation on fractions, gravity etc.
• Student portfolios.
• Class yearbook- presentation Collect photos; information about special events; examples of class and student projects, etc. throughout the year and create a year-in-review presentation (Tuscaloosa City Schools, 2002).