Week 5 activities:
PowerPoint:
PowerPoint is a useful learning tool that has been utilised for some time now. Yet it may be, considered as another mode of presenting a lesson; if this is the only use for PowerPoint, it is rather limited to chalk and talk. However, in my experience in this week’s activity I had constructed a PowerPoint from using Microsoft Word outline, and then transferred it over to PowerPoint. This exercise demonstrated that students could use this resource to create and donate their deep knowledge on a particular topic to a broader audience. When students publish their work in this way it also helps to consolidate their knowledge, including encouraging them to extend their knowledge, beyond a surface level. When I assessed PowerPoint using a PMI analysis I discovered that potentially the learning manager could over use it; thus, risking passive disengagement from the learning experience. However, there is a positive outcome when the students use this tool.
| Plus | Minus | Interesting |
| · Provide opportunities for students to create and donate their deep knowledge on a particular topic. · An opportunity for students to publish their work. · Can be used to provide evidence of learning. · Can form a students eLearning portfolio. | · Learning managers can overuse this resource to present lessons (chalk and talk) · PowerPoint is not entirely flexible enough for collaborative learning. | · Slides can be hyper-linked to other slides. · Can be constructed through word outline view. · Can be used to construct narratives through a particular point of view, and hyper-linked at different points to offer an alternative reading or point of view to a narrative or text. · Provides an alternative to publish student work online. |
So, this P.M.I chart demonstrates that PowerPoint can facilitate deep learning, but falls short in providing a flexible mode for collaborative learning; a stark contrast to wiki’s.
My other techno tool that I investigated this week was Google Earth. I specifically looked at this tool through the lens of a year eight or nine English class; as a tool to provide contextual information to texts. The text that I had in mind is Parvana, by Deborah Ellis (2002). By using Google Earth the students can view the geographical layout of Afghanistan to understand the context of place and space to which this text is located in. I also applied a critical analysis tool (SWOT analysis) to understand the effectiveness of this tool for students,
| Strengths · An avenue for students to travel to another country · Provides 3D imagery · Provides global connectivity · Can provide extra creative influence to a reading of a text like Deborah Ellis’ Parvana | Weakness · It is not a stand alone learning experience thus, it needs to be embedded in a learning experience. · The level of create and donate is limiting. · |
| Opportunities · To investigate geographical layouts, landforms, sea beds etc. · To provide extra or enhanced contextual information to a text; like Deborah Ellis’ Parvana. · For access to visual imagery and visual texts: facilitating deep learning. · | Threats · Can distort or restrict a students own construction of a place and or space; restricting the readers creative ability. |
Two key features that I want to draw your attention to is that this is not a stand-alone learning tool. Therefore, it is best to embed Google Earth in other classroom learning experiences. Secondly, it does enhance the students’ ability to investigate contextual information provided in the text of a narrative; to the point of influencing a particular reading of a text, or to facilitate an alternative reading of that text.
Bibliography
Ellis, D. (2002). Parvana. Canada: Allen & Unwin.
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