Week 6

Introduction: A reflection of the European Creative Classroom Framework and the NMC Horizon Report: 2014 K-12 Edition

In the context of the European Creative Classroom Framework, ‘creative classrooms’ are defined as “innovative learning environments that fully embed the potential of ICT to innovate and modernise learning and teaching practices” (Bocconi, Kampylis & Punie, 2012, p. 7). The framework is classified into eight key dimensions and twenty-eight related reference parameters that are integral for embedding ICT and digital technology into the classroom, and transforming learning environments into ‘creative classrooms’ and teachers’ traditional educational practice into ‘innovative pedagogical practices’ (Bocconi, Kampylis & Punie, 2012). The European Creative Classroom Framework supports the rationale that the implementation of ICT and digital technology into the classroom is critical to enhance and enrich learning experiences, promote learner engagement and motivation in the classroom and develop students’ 21^st century skills such as problem-solving collaboration and communication (Bocconi, Kampylis & Punie, 2012). 

Image Source: https://moodle.cqu.edu.au/mod/page/view.php?id=16637

The NMC Horizon Report: 2014 K-12 Edition also emphasises the importance of implementing ICT and digital technologies into the classroom. It conveys the idea that “teachers are no longer the primary sources of information and knowledge for students” (Johnson, Adams Becker, Estrada & Freeman, 2014, p. 6). Knowledge and information can now be readily and easily accessed by students through the use of ICT and digital technologies. In order to take advantage of this phenomenon; teachers must now adapt their pedagogies and leverage ICT and digital technologies to prepare students for the challenges of the 21^st century workforce and the global economy (Johnson, Adams Becker, Estrada & Freeman, 2014). 

Prior to reading these publications; I held the belief that ICT played a fairly considerable role and held some significant value for improving learning and teaching outcomes and processes in education. However; after reading and reflecting upon the ideas presented in these publications; I now realise that my beliefs and values about education would have to change to accommodate with the implications of the emergence of ICT and digital technologies. In order to help prepare my students for the complexities of the changing world; I now hold the belief that the implementation of ICT and digital technologies into classrooms is fundamental for the future of education to enrich and enhance learning experiences for students and improve learning outcomes.

There are a range of technologies available that can be implemented in a classroom to improve student learning and outcomes. However, this blog posting will focus particularly on simulations and interactive technology.

List of Ideas for Further Exploration

Simulations and interactive technology are very powerful tools that have the ability to revolutionise teaching and learning experiences in a range of discipline areas. The following is a list of tools and ideas for further exploration that I would envision myself using as a teacher in the future in my discipline areas; accounting and english.

Accounting:

• Collaborative Authoring: Google Docs, TitanPad
• Online Concept Mapping: Bubbl.us, Text2Mindmap

English:

• Interactive Learning Objects (English curriculum & content based)
• Collaborative Authoring: Google Docs, TitanPad
• Online Concept Mapping: Bubbl.us, Text2Mindmap
• Online Timelines: Dipity

The interactive tool chosen for further investigation is the collaborative authoring tool: Google Docs.

Technical Aspects: An Overview of Google Docs

Google Docs are a powerful technological tool for document sharing and collaborative authoring across a range of users in real-time. Google Docs are freely and easily created online using a Gmail account and Google’s Web Services. They include a range of document options; word documents (Google Docs), spreadsheeting documents (Google Sheets) and PowerPoint presentations (Google Slides). The creation and manipulation of a Google Doc is a very easy and simple process, with no extensive prior experience needed to either use or operate it successfully. Furthermore; to aid user use and operation; the layout and most functions of a Google Doc closely match those of popular Miscrosoft Office Programs; Mirosoft Word; Micrrosoft Excel and Mircrosoft PowerPoint. Google Docs have the ability for both single and multi-authorship amongst several authors. The multi-authorship capabilities of Google Docs are revolutionary as they allow users to work and collaborate together, edit and comment on a document from any distance around the world in real-time.  Privacy can be easily maintained with a Google Doc, simply by limiting who has access to view and/or edit the document. Google Docs also allow the user a range of options for customisation, including: the font size and style, paragraph styles, alignment and line spacing and text colour and highlighting in a Google Doc; font size and style, alignment, spacing, text colour and highlighting, cell colour shading and borders in a Google Sheet and font size and style, alignment, spacing, text and background colour and themes in Google Slides.

Application of Google Docs in a Classroom Context

What learning outcomes can Google Docs support in a classroom?

Google Docs can be utilised as a powerful collaborative authoring tool within a classroom. They can support a range of learning outcomes, including:

• Improving and developing students’ ICT and digital literacy skills
• Developing students’ ability to comprehend, analyse, evaluate and reflect upon content and  information in the completion of tasks and learning activities
• Developing and improving students’ ability to locate, arrange and organise information to create new documents
• Improving students ability to learn and complete tasks effectively in or as part of a collaborative team

What sorts of materials/activities can Google Docs support?

A range of materials and resources can be inserted into a Google Doc, including:

• Text – Passages from the set textbook or in-class readings or handouts, important terms and definitions, discussion questions and learning activities to support explanation of content and completion of class tasks and learning activities
• Tables – Procedural information or important terms and definitions to support explanation of content
• Images and Drawings – Photographs or diagrams – flow charts, concept maps to support explanation of content
• Links – To encourage students to view other important and related content and information

Google Docs can also help teachers and students in a classroom, providing a number of benefits and supporting a range of activities, including:

• The ability to create, access and share documents from anywhere on a range of different devices including computers, tablets and mobile phones
• The ability for students to work collaboratively together in real time without being in the same physical location
• Can assist students to analyse and evaluate information and reflect upon their learning to complete in-class tasks and activities
• The ability to check each student’s input in collaborative tasks with document statistics and revision history
• Can assist students to present, arrange and organise information as a platform to complete class discussion or reflection questions or to help complete assessment tasks
• Can develop students’ ability to work together on tasks effectively as part of a collaborative team
• Can increase student engagement, interest  and motivation within the classroom

How can Google Docs be applied to my pedagogy and used within a classroom?

Google Docs can be utilised as both a powerful learning and collaborative authoring tool in a classroom. They have the power to completely transform my pedagogy and enhance both teaching processes for teachers and learning experiences for students. The SAMR model below shows some of the ways Google Docs can be used within a classroom.

The SAMR Model:

Substitution	Google Docs are used purely as a substitute for traditional teaching methods to display content that is already readily available in hard-copy format. For example: In an accounting classroom context, this may include creating a Google Doc to display and present to a class, textbook accounting terms, worked examples and definitions to aid student learning of key terms and concepts.
Augmentation	Google Docs are used to support students’ learning where teachers can share documents to students in real time in a lesson, which students can then access readily and easily later. These documents can present additional resources which are relevant to the teaching content such as, images, tables and links which were previously not accessible or available without the implementation of ICT. For example: In an english classroom context, this would allow teachers to support students’ learning through providing additional resources to students readily and easily in real time to enhance understanding of a particular topic, such a images or links related to particular in-class topics such as literary theory, Shakespeare or poetry.
Modification	Google Docs are used to enhance students’ learning as a platform which allows teachers to reconstruct and redesign learning experiences and allocate tasks to students. For example: In an accounting classroom context, this would allow teachers to assign tasks to students which require them to reflect on their learning through the creation of a Google Doc where students can all contribute and work together as a class or in groups to complete discussion questions on particular learned topics or concepts, such as “What is Internal Control?” or “What is the purpose of each of the financial statements?”
Redefinition	Google Docs are used to transform students’ learning as a platform which allows teachers to create new tasks for students that would have not been possible without the creation and implementation of Google Docs technology. For example: In an english classroom context, this would allow teachers to use Google Docs as a collaborative platform for students to complete group assessment tasks, where students can work together to create a monologue, a pitch for a TV show or movie, a short story or a poem.

Evidence of Technical Proficiency: Model of Google Doc

This is a model of a Google Doc. It is an example of the types of tasks that students could work together collaboratively on and create for an assessment task. It is a pitch for a mockumentary or small mini-series about Beef Week.

Link to Google Doc

References

Bocconi, S, Kampylis, P & Punie, Y. (2012). Innovating Learning: Key Elements for Developing Creative Classrooms in Europe, Retrieved from: http://ftp.jrc.es/EURdoc/JRC72278.pdf

Johnson, L, Adams Becker, S, Estrada, V & Freeman, A. (2014). NMC Horizon Report: 2014 K-12 Edition, Retrieved from: http://cdn.nmc.org/media/2014-nmc-horizon-report-k12-EN.pdf