Referencing: A helping hand

Being back in university over the last few months has taught taught me a lot, more than I could have hoped for, and one of these things  is that correct referencing is key.

Being back in a University environment naturally means being exposed to assignments and correct practice within such tasks. As I am also on teaching placement, which is also happens to be in the same University, I am seeing that my learners are faced with similar tasks. Referencing can be challenging at first but, as with most things in life, the more you repeat the process, the simpler it becomes. 

Now I could go on about the correct practice for referencing, however, there is a wealth of such information all over the internet, so as such, I am going to point you in the right direction to a helpful tool which you can use to create references or simply use as a guide to learn the format. 

A few weeks back in an ICT session in University we had a talk about Microsoft Word and the built in referencing system. However, being a mac user, I was horrified to get onto my Macbook to find my version didn't include such luxuries. This sent me off scouring the internet for an alternative, which is where I stumbled across an excellent website.

There is an excellent resource available to use, for free I may add, at Neil's tool box. This website provides users with the Harvard referencing generator, a simple and effective tool that simply allows users to input all the details into the labeled boxes (supplied with format examples) and compiles the information into a reference that can be copied and pasted into your assignment. 

Above: The website allows users to select from a number of different types of resources, which it will then build an appropriate reference for.

Above: An example of the website's input system, which asks for all the information required to build your reference

Its that simple! if your in a position where you software doesn't come with its own generator, then this tool can become invaluable to you, allowing more time to be spent on your actual assignment writing. 

Resource available at: http://www.neilstoolbox.com/bibliography-creator/ 

Barriers to effective use of technology in education

A lot of schools I have seen over the last few years have an extensive list of resources. The majority of schools these days will have computer access, often with internet capabilities and a variety of programs, while most schools have access to more sophisticated devices such as tablets. Whichever the case, most schools allow learners access to these technologies, however, some schools may not be using them to actually teach in an effective or engaging way. I myself have been fortunate enough to visit a few Schools in the South Wales area on teaching placement and have seen examples of effective use of technology, as well as no use at all.

Ramey (2013) suggest a few possibilities as to what the barriers to teaching using technology could be as ‘Resistance to change’ and ‘Lack of professional development’. in many schools teachers often unprepared to integrate technology in their own lessons as they are in facilities with little or no preparation or training. This is both unfortunate for the teachers and for the learners themselves, as mobile technology is a powerful tool to have at your disposal within the classroom. Many teachers who do not feel confident with mobile technology often fear it within their own practice. Many teacher fear the early stages of using mobile technology for many reasons, one of which will be the dependancy from the learners, particularly if they are new to a particular device such as a tablet. Ramey (2013) argues that most teachers fear that the learners will demand assistance with devices that they themselves may a novice. However, it is important to keep in mind the end result, in that to begin with it is true that learners will demand help and this will be tasking on the teachers skills and time, however, over time, the learners will become more confident and self-dependant, thus making the workload lighter, and the lessons more exciting and motivating.  

The other main factor seems to be that teachers are not ready to let of of the traditional styles of teaching (Jones, 2012). This is certainly true of the Schools I have visited in the past. Teachers have countless teaching resources available with little or no motivation to progress past using PowerPoint presentations. In my experience I have seen schools with interactive whiteboards which have been used solely to display images controlled via the computer. My experience comes from a key stage 3 and key stage 4 Music environment, where the School was equipped with various types of mobile technology (such as tablets), yet the Teachers were reluctant to introduce any to the lesson. The School in question had a higher level of difficulties than most with regards to learner engagement within the classroom, and lack of motivation throughout. It is my own opinion that after having read a number of reports, studies and articles on mobile technology in the classroom, adapting such ideas into their teaching could possibly result in some of these issues being resolves. Mobile technology makes the lessons more engaging for both the learners and the Teachers, often resulting in a heightened level of motivation (West, 2013). Schools such as the example above could see significant improvements in such areas, but only if the Teachers themselves are prepared to embrace the wonders of Technology and see them as a learning tool, not a replacement or a threat to their current Teaching practice. Teaching has never seen such leaps in the development as it has in the last few decades with the addition of new and emerging technology, all of which, when embraced and used properly, can become vital assets to the future of the education profession. 

References 

Ramey, K. (2013). Barriers to the effective uses of technology in education . Available: http://www.useoftechnology.com/barriers-effective-technology-education/. Last accessed 17th Nov 2014

Jones, J. (2014). iPads in the classroom. Available: http://www.bbcactive.com/BBCActiveIdeasandResources/iPadsintheClassroom.aspx. Last accessed 17th Nov 2014.

West, D. (2013). Mobile Learning: Transforming Education, Engaging Students, and Improving Outcomes. Available: http://www.brookings.edu/research/papers/2013/09/17-mobile-learning-education-engaging-students-west. Last accessed 17th Nov 2014.

Image: http://tutoringservice.ca/blog/2013/02/19/teaching-with-technology-10-amazing-resources-to-integrate-into-your-classroom/

How technology has changed how we learn

How technology has changed how we learn

Over the years, the ways we learn has evolved in as many ways as we ourselves have as a society. Developments and advances in resources and ideas over the years have taken us from spoken word to written texts, and now from written texts into a modern, more technological way of learning. 

According to a report from 2010, the worlds digital information is the equivalent to a stack of books capable of reaching Pluto 10 times over! (Quinn, 2010). This is not only a staggering fact to try and absorb, but is also unforeseen when we look the shape of technology just a few decades ago. In the past information was only available to a few and from a few sources, these days however, its is available to everyone, whats more is that it is all available to most of us within out own pockets via mobile devices. 

In terms of teaching, digital technology has drastically changed it to enable us to widen out reach in terms of target audience. McKnight (2010) explains that 20 years ago learners had one main source of education: the teacher. These days however, they can draw information and education from anyone or anyplace on the planet. This alone is enough an argument to suggest that not only is technology assisting learners in the amount of information they access, but also changes how they learn.

In the last few decades we have seen the way we learn shift from text books and written notes, to online resources and e-books. Today, the majority of libraries offer an extensive library of online books and journals equal or greater to the quantity of hard copy text books. When we look at how the way we learn has morphed today into ways we couldn’t have comprehended, its hard not to wonder or even look forwards to how technology will enable us to access more and more information in the future. At the rate technology has changed and seems to change on a daily basis, its safe to say that nobody can predict what revolutionary teaching or learning tools are coming out way next. 

Quinn, A. (2010). Data, information and Knowledge . Available: http://www.sourcecon.com/news/2010/08/06/data-information-and-knowledge/. Last accessed 13th Nov 2014.

McKnight, K. (2014). Top 12 ways technology changed learning.Available: http://www.teachhub.com/how-technology-changed-learning. Last accessed 13t Nov 2014.

Teaching tools: Adobe Shape CC

Adobe shape: A teaching tool

Over the last few weeks I have been paying more attention to the variety of apps out there and trying to asses their value in the teaching environment. These days application marketplaces (such as apples App Store for example) will often point you in the direction of such apps by categorising them, thus making the hunt for great apps much simpler. 

The app I've decided to look at today is Adobe shape. Now I'm a big fan of teaching environments which are big on handouts, so this one was an excellent addition to my ever growing list of resources.

What is it?

Essentially, the app is used to make accurate sketch-like images form an image take with your phones camera. The app is ideal in situations where you find an excellent image in a text book for example, which would be a great help to your teaching. Rather than copying it by hand or going down the road of scanning and importing, Shape does it all in moments (as seen in the images bellow).

Over the last few days I have been experimenting with the app itself and have begun to include it within some resources, which I hope to use in future practice. 

The app is free of charge (at this time) on the App Store (not sure if it is available on other platforms or devices) so it's worth downloading just to experiment with. 

Here is an example I did using the application of the polar field of a microphone. The 4 images (scanned individually and collected as one) show the process the app takes as it scans through the outline of an image, which I took from a text book, effectively rendering it as an image ready to use. If i had tried to copy this by hand I assure you it would have been by no means accurate without various measurements, however, as Shape saves the file as an image, you can resize it and add it to various worksheets, handbooks, even powerpoint presentations. 

Adobe shape will save hours of time preparing resources, and although I have yet to use it in my own practice, I am already working on a number of resources which I will require the app for in the near future. You can read more about it in the link bellow.

Resources

LeFebvre, R. (2014). Real life becomes a vector with Adobe's Shape CC.Available: http://www.cultofmac.com/299107/real-life-becomes-vector-adobes-shape-cc/. Last accessed 2nd Nov 2014.