Reference for lines

Another

Source: bluemoonpalette.blogspot.ca via Joan on Pinterest

Digital Stories

As I've decided to work on Graffiti / Street Art as opposed to vandalism for the topic of assignment 3, I thought this video would be a useful start.


http://digitalstorytelling.coe.uh.edu/view_story.cfm?vid=156&categoryid=1&d_title=Art

http://www.bu.edu/writingprogram/journal/past-issues/issue-3/dubois/
http://demoniaazul.wordpress.com/2009/11/19/banksy-and-the-art-of-public-discourse/

Problem based learning for Assessment 3

Problem-Based Learning

Topic of the unit:  Making meaning from Graffiti to street art

Year Level and subject: Year 7 Visual Arts

Learning Outcome (what solution will students deliver by the end of the unit?): They will extend their understanding of graffiti and street art through active engagement, both individually and collaboratively, with art elements, techniques, skills and processes, working creatively and imaginatively to take risks and consider purpose and context of the arts from their own experiences and those of other artists.  They develop their ability to analyse the arts from their own experiences and those of other artists.  They develop their ability to analyse meaning and they reflect on the creative process.  They will use tools and technologies to inquire and solve artistic problems, create and present art works and communicate their own arts practice and that of others.   (Source: www.qsa.qld.edu.au)

Audience for solution: All students, teachers and visitors to the school, through the WWW - unlimited.

Overview of stage of learning	What students will experience	Your Plan
Explore the issues. The problem you present should be authentic, real, and not “dumbed” down to suit your learners. A real problem is multi-dimensional, not linear. There is however opportunity to establish the dimensions to suit your learner. Note, this design is NOT the same as presenting all of the basic information to students, and asking them to apply it.	Your teacher introduces an "ill-structured" problem to you. Discuss the problem statement and list its significant parts. You may feel that you don't know enough to solve the problem but that is the challenge! You will have to gather information and learn new concepts, principles, or skills as you engage in the problem-solving process. Often, viewing a video scenario, or series of digital images (eg a litter problem) allows me, the student to identify the problem myself. It could be an interview with clients seeking an advertising solution etc. Or a video link to the client or stakeholder in the problem solution. This lends authenticity to the task.	Show pictures of areas in the school where vandalism has taken place.  Ask the students to identify the problem and issue.
List “What do we know?” It is important that the parameters of the problem be defined by the students, and this will involve messy dialogue as they negotiate the problem themselves (with the teacher support). The perspectives of all students must be supported and valued, without this, there will be no ownership of the problem. In this phase, “knowing” is also about student strengths, weaknesses and capabilities.	What do you know to solve the problem? This includes both what you actually know and what strengths and capabilities each team member has. Consider or note everyone's input, no matter how strange it may appear: it could hold a possibility! We are possibly going to work together concept mapping online. We should be given the opportunity to reflect and add ideas overnight to support those of us who are reflective learners. We are not looking for a quick fix! It may also be a good idea for us to have a scaffolded wiki in which to work, or a Google Doc. In this way, the quiet people amongst us have an opportunity to add idea. Plus there is the benefit that all of our ideas remain online for us to review and consult as we progress towards a solution. We should also discuss who may be useful for doing what, based on their strengths and skills.	Brainstorm: How can we solve the issue of vandalism? Scaffold problem solving in a wiki. Scaffolding The provision for assisted performance is known as scaffolding. Common elements of scaffolding include ·                    task definition ·                    direct or indirect instruction ·                    specification and sequencing of activities ·                    provision of materials, equipment and facilities  ·                    other environmental contributions Scaffolding may include assistance with planning, organising, doing and/or reflecting on the specific task.  Such assistance is best made available in a timely manner matched to the learning needs and interests of the learner.  Source: http://www.educ.utas.edu.au/users/ilwebb/research/scaffolding.htm
Develop and write out the problem statement in your own words. Students need ownership of the problem, it is important (and part of the curriculum) that they learn how to pose researchable questions. This stage is negotiated by the group, so that the whole group understands the problem.	A problem statement should come from my group's analysis of what we know, and what we will need to know to solve it. We will need: ·         a written statement ·         the agreement of our group on the statement ·         feedback on this statement from our teacher. (This may be optional, but is a good idea) Note: The problem statement is often revisited and edited as new information is discovered, or "old" information is discarded. So it is best that this is held in an area where we can access, edit, amend, add to and consult our statement. Perhaps a wiki is a good idea?	In wiki, give opportunities for students to come up with different problem statements.  Eg. The problem of vandalism has been rising in school.  We are trying to change the mindset of the students and prevent this from happening by getting students involved in graffiti around the school premises to provide meaning and aesthetically pleasing visual art around the school.
List out Possible solutions There will be a number of solutions that emerge from discussions. This is where the authenticity of the problem emerges. Some solutions are ambitious, but not practical. What are the practical limits to the solutions? In many cases, cross-curricular ideas emerge here as students apply other knowledge to the problem (as an example: budgetary restraints to an environmental problem). The solutions are likely to emerge from research. The research is likely to be scaffolded by the teacher, by directing students to some ideas about the problem. But this is not necessarily the case with older students. It depends on the time constraints of the unit.	We may brainstorm solutions. We could possibly be allocated individual time to research different aspects of the problem. We may pose a solution from different perspectives through which an amalgamated solution is considered. We need to be informed about the solutions we discuss. So we need to research them. We do not necessarily need to research on the internet or in books. There are plenty of mentors and experts “out there” who would love to help us. If we are talking about marketing, perhaps a local advertising firm. If we are talking about environmental problems, perhaps Landcare? It is easy for us to negotiate this with these people because they do not have to visit our school. They do not even have to be in Australia. We can connect to them using our online collaboration tools, blogs, wikis, online classrooms, Skype. We do need to keep a record that is available to all, and permanent so we can continuously revisit and evaluate our ideas. An online space is ideal.	Brainstorm different solutions.  For example: street art – which is vandalism and graffiti turned into something meaningful.  Search for artists. Collaborations with artists or experts online.
List actions to be taken with a timeline Students will now need to action their solution. This involves analysis, and breaking down of the solution into manageable tasks, and creating a sequence that supports working effectively towards the solution. It will also involve allocating specific tasks to individuals in the group to work more effectively. Individuals will then report back to the group. This is authentic, and is the way  problems are addressed by organisations in real life.	This is going to quite difficult for us. We need to actually make a “do-able” plan to work towards our solution. What do we need to achieve in steps, so that we can progress? This is also where we think again about our group members. Who is the best person to do what? What are reasonable timelines to get this completed? This is not a homework task, and teachers are not going to check it like homework. We need to do this ourselves, and make sure everyone agrees to the timelines.	Come up with ideas, themes, concepts. Choose space(s) for project. Create meaningful art works. Decide on 3 best ideas. Practice techniques. Present the ideas, allow the school to vote on the best one, or present a survey. Execute the idea – work of art.
List “What do we need to know?” This is the research phase, as students consult primary and secondary sources to support the solution. The resources may be created and provided by the teacher to scaffold the task. There are likely to be negotiations with mentors. Or multimedia/multimodal resources to consult.  It could also be student-generated, for instance in the form of a series of photographs to justify solutions, or a survey or stakeholders and data presented to support decisions.	We will need to work individually and collaboratively. We will research sufficient information to inform our solution, also to justify it. When we present our final solution to the stakeholder, we will have to explain why we came up with it, and why it will work. We may also have to explain why the other possible solutions were not as good as this one. We need to consider the best sources of information, which ones we can rely on, which ones may not be as reliable. We need to collate our information together, and keep it organised, because our group is going to have to put it all together when we create our presentation. So it is important that it is all available to everyone, and cannot be lost. Perhaps an online space is the best place for this. We must also consider different types of information – images, sound, video and text.	Research on different forms of street art.  Brainstorm ideas to create different art works. Choose 3 of the best. Do SWOT on each. Create sketches or prototypes. Present to Principal and rest of the school during the assembly.
Write up the solution and its supporting documentation and submit it. Presentation of findings can be created to suit the problem that was posed.  This includes video, audio, PowerPoint, simulation, animation, text files, newspapers, newsletters etc. Challenge of conclusions can occur through Blogs, discussion forums and other communication tools that support reflection and deep consideration of issues, and documentation. For assessment purposes, you may wish to progressively (or at the conclusion) collect support and documentation so that there are fewer formal criteria and restrictions on the final presentation that are imposed by you.	We must present our findings and/or recommendations the stakeholders or audience. This should include the problem statement, questions, data gathered, analysis of data, and support for solutions or recommendations based on the data analysis: in short, the process and outcome. We need to think about the audience, and how we can create the best possible presentation. WE need to make sure we include the interviews, photographs, concept maps, and perhaps videos we took. We do not have to present in only one way – our presentation may be able to occur in a number of ways. Our goal is to present not only our conclusions, but the foundation upon which they rest. We should include in our presentation: ·         A clear statement of both the problem and our conclusion ·         Then we should summarize the process we used, options considered, and difficulties encountered ·         We need to be organised, and are aiming to convince people with our knowledge and thinking We should be prepared to encounter some people who do not believe us. But if our information and thinking is sound, we should be able to bring them to our way of thinking. ·         Our solution is meant to help others learn, as you have learned ·         If we are challenged and we have an answer, we should nominate someone who is the expert in this area to present it clearly. We will not have all the answers. If we don't have an answer, it is important to acknowledge it and refer it for more consideration.	Work collaboratively to create the mural piece. Take photos of the process and final outcome. Share it on a class blog/website. Explain the process on this site, to share with other schools how this helped deal with the problem of discipline and vandalism in a positive way. Open house to exhibit the mural wall project.
Review performance Learning is reflective. There will always be successes to celebrate, and changes to plan. Asking your learners to reflect on feedback, and the presentation process will support learning and growth.	As a group and on our own, we should reflect about the process we have undergone, and the feedback we have been given. We should think about the good things, the things that worked. These will be things we will plan to use in the future. We should also think bout the mistakes, or things that could be improved. Next time we are asked to solve a problem, we will remember these lessons, and make sure that we learn from them. It is important that we keep these reflections. So perhaps they are well placed in our reflective blogs?	Student presentation. Each come up with a sentence/ picture so they all have a part to play. Create a multimedia presentation, eg. A video to show during their Primary school graduation ceremony. Advantage of this project is that the group of year 7s will always be remembered in the school, they have left their mark with art.

Authentic Learning

Planning an authentic learning experience for assignment 3

Authentic Tasks	Topic Stages
1.     Authentic tasks have real-world relevance.	It has become a discipline problem in school where the students have found it fun to vandalise.  The task is to solve this problem.
2.     Authentic tasks are ill-defined, requiring students to define the tasks and sub-tasks needed to complete the activity.	We can discuss how we can prevent this behaviour.  The students definitely are artistic as the works of vandalism are actually creative.  We put in place behaviour management and they talk about what and why they have done the deed.
3.     Authentic tasks comprise complex tasks to be investigated by students over a sustained period of time.	They will brainstorm what sort of “graffiti” to put on the school walls, research the types of street art that has been done, learning from the masters.  Also choosing a relevant site for the mural wall project.
4.     Authentic tasks provide the opportunity for students to examine the task from different perspectives, using a variety of resources.	They will be introduced to Banksy as a starting point, however will have to search for different source online on their own.  They could use photo applications like twitter, flickr or tumblr to view different images, photographs taken of street art.  They could research the origins of graffiti and the different styles.  Theory and practical sides of street art, vandalism and graffiti.
5.     Authentic tasks provide the opportunity to collaborate.	They will work in groups to brainstorm ideas, then the final product will be the effort of the whole year 7 cohort.  They could even find the opportunity to engage with professional artists who have done similar projects.
6.     Authentic tasks provide the opportunity to reflect.	Things they might think about during the project.  Social media and its influence, artists who display their work publically, the meaning behind street art, why do people vandalise, what their mural wall would stand for in the school, etc.
7.     Authentic tasks can b e integrated and applied across different subject areas and lead beyond domain-specific outcomes.	They might in the end, decide not to do a mural wall, but work on a sculpture, installation art piece instead, and it would be fine.  Through collaboration, they would work on communication skills and literacy skills.  Trying to manage the whole group of over 50 students would involve a lot of planning skills as well.  They would use much of technology to help achieve their final product.
8.     Authentic tasks are seamlessly integrated with assessment.	The final assessment would not only be the visual impact of the end product, but also what it stands for.  The process in which led to the end product would also be accessed.
9.     Authentic tasks create polished products valuable in their own right rather than as preparation for something else.	We will expect a meaningful, visually appealing, finished work out art at the end of the task.
10.  Authentic tasks allow competing solutions and diversity of outcomes.	Because the task will be student driven, it will be the work of the year 7 group of students and the possibilities to the end product is endless.

References:

http://www.authentictasks.uow.edu.au/framework.html

Using iPads in the classroom

So 90% of our 12 year olds own an iPod, probably an iPod Touch.  Instead of trying to omit the problem of inappropriate use of mobile phones, iPods and iPads in the classroom, the teacher could find ways to incorporate this wonderful technology into the classroom environment.

"But with each new challenge comes a new opportunity to demonstrate, once again, how the iPod touch could save rather than ruin the day."  

-http://louiseduncan.global2.vic.edu.au/2011/06/06/dont-lose-sight-of-the-power-of-mobility/)

With an iPad, iPod Touch or iPhone, we can use math apps, voice memos, online polls, create flashcards, collaborate with others on projects, create stories, comics, use writer's touch - the opportunity to be creative is endless.  Apps like Dragon Dictation can help with note taking, and there are plenty of paint and draw applications.

My favourite is using an iPad app to help tell a story.  Apps make creating videos and animations so much easier today.  Matt Gomez shares with us his folder full of storytelling apps.  Once that storey is created, it can be uploaded onto the web, and shared with the rest of the world - or to a selected audience.  A QR code generator can help with his process.  I often saw QR codes at shops and always wondered how they worked.  I do not own an iPad, but have downloaded the QRReader App onto my iPhone 4.  Now, when I go shopping, I will be able to read more about the product by taking a photo of the QR code and scanning it.

Click on the QR code below!

QR Code created at http://qrcode.kaywa.com/

The Reflective Sypnosis : Assessment 2

This course, ICTs for learning design, would not have existed even 5 years ago.  Every year, there is a large leap in how technology is advancing - our students, the Digital Natives (click to read more) do not seem to have problems keeping up with it.

However, teachers, who were not born into the era of smart phones and computers, actually have to learn how to use technology to make learning an interesting and valuable experience for the students.  E-Learning has transformed learning - iPads and computers are now a part of learning and teaching and we are slowly moving away with the traditional chalkboard in schools.  As everyone has different learning styles, a teacher should strive to meet as many needs of the students as he or she can.  With TPACK, we are then able to attempt to reach out to as many students as possible, making e-learning a more successful and pleasant experience for both the teacher and learner.  In this course, I had the opportunity to learn different ways to embrace technology to enhance learning.  Wikis, blogs and websites, embedding images, sounds and videos, using applications like Glogster and Prezi and other tools like GoogleMaps.  It certainly was an interesting learning journey, and I am quite sure students will enjoy learning and presenting using technology too.  In this post, I will talk about a wiki activity I participated in, and 4 tools that we can use to enhance e-learning.  Blogs, images (flickr), Glogster and Google Maps.


After participating in a couple of online tests to determine my best learning styles, I discovered that I am a kinaesthetic learner as shown by the Birmingham Grid for Learning.  Based on the Felder and Soloman test, I was found to have an active, intuitive and visual learning style (see results here).  Therefore, participating in the Wiki activity was a great way for me to learn how it was an excellent tool for e-learning.  I felt that the activity engaged us using the learning theories of mainly constructivism and connectivism, but also using the theories of cognitivsim and behaviorism.  From a comment on my blog entry after participating in the Wiki activity, I realised that a fellow student, Michael, shared my point of view, but others like Emma, felt that it was simply reflective of constructivsm and connectivism theories.

In order to evaluate the wiki activity and the use of a wiki in e-learning, I will use a SWOT analysis.  It would help me identify the

• S-trengths: characteristics of the project that gives it advantage over others
• W-eakness: characteristics that places it at a disadvantage relative to others
• O-pportunities: elements that the project could exploit to its advantage
• T-hreats: elements in the environemtn that could cause trouble for the project

(Source: http://en.wikipedia.org/wiki/SWOT_analysis)

Emma reflected on the use of wikis using a SWOT analysis on her blog and based on her ideas (this links to Emma's SWOT), I developed my SWOT analysis from there.

SWOT ANALYSIS OF A WIKI ACTIVITY

Discussion using the scaffold of DeBono's Six Thinking Hats

	HELPFUL (for your objective)	HARMFUL (for your objective)
INTERNAL (within organisation)	STRENGTHS ·         Student/ user ownership ·         Low cost ·         Quick and easy to use ·         Accessible from anywhere with internet connection and a computer/smart phone ·         Can track the development of the wiki page through the history feed	WEAKNESS ·         Impersonal ·         Content can be edited or deleted ·         Potential for non-reputable sources ·         Data can be repeated and not prioritised ·         Those who dislike using technology will be left out ·         Only accessible if one has access to computers and the internet ·         Lists can be less critical and informal
EXTERNAL (outside organisation)	OPPORTNITIES ·         Allows for evolution of ideas ·         Content is variable ·         A great discussion tool ·         Many contributors ·         Builds literacy ·         Allows for creativity ·         Interaction with other from across the globe	THREATS ·         It can raise issues of copyright or plagiarism ·         It is open to online vandalism or abuse

The SWOT analysis is one way of scaffolding our thinking.  In the Wiki activity, DeBono's six thinking hats allowed us to use six different ways to think about the issue of mobile phones in education.  It allowed for a thinking process which was well balanced and it was a gathering of different perspectives.

My blog entry will tell you more about my reflections after participating in the activity.  Following that, I created my own wiki and you can read more about it here.  (It also links to my own personal wiki page.)

The limitations to the applications that we can use to help us teach effectively with technology are endless.  Blogger  is an awesome online application which helps the user create blogs without much knowledge of HTML.  Composing and formatting an online entry is made so simple, and as long as one is familiar with basic word processing.  Pictures, links, videos can be added with the click of a button, and once published, a blog entry is there for the world to have access to.  Today, we can even Blog from our mobile phones.  I experimented with this by downloading the free application onto my iPhone.

When students have been exposed to blogging from a young age, they would have had experienced writing for a greater audience; rather than just their teacher.  That in itself is a skill and attitude that should be valued.  When they go beyond the school's walls, it promotes even greater reflective analysis (just like what I am doing here with my blog), .  A blog helps to put together bookmarks, rants and raves, news and events, links to other blogs and websites, comments from others; it is a conglomeration of ideas and thoughts, a meeting point of knowledge and skills.  Blogs in education can be used to post class assignments, readings and exercises - so much easier than a complex web page as a blog only has a 'Title' and 'Content' box.  Blogs are also non-threatening as it allows the timid student a louder voice and promotes equity.  Students can use blog writings as part of their assignment and as part of the course grade.
(Source: http://www.educause.edu/ero/article/educational-blogging)

Blogs in education support the nature of ICTs where e-learning supports student learning.  It allows for collaboration - a students reads another students blog, and then comments on it, puts related content in his own blog, and the cycle continues.  It is a fine example of the theory of constructivism which is founded on social interactions in the learning community.  Of course, the threats of plagiarism and copyright is a major issue when it comes to the world wide web, but with the ethical ways we can acknowledge our sources, this problem can be easily avoided.  In an earlier blog entry, I debated on how to place a graphic in.

I could put up summaries of each lesson onto my blog, giving the students room to comment on each post.  Many interesting debates, discussions and ideas could then develop.  Then, I would encourage the students to create their own blog, and post after each lesson / topic.  This helps them move up the scale of Bloom's Taxonomy.  They not only learn to remember, understand, then apply, which is lower order thinking, but allows them to move up to higher order thinking by analysing, evaluating and then creating.

Another amazing tool we could use to enhance e-learning is that of

(http://www.teacherfiles.com/free_word_art.htm)

The 21st century literacy is multimodal.  When we add the visual component to the old language and literacy, there is a greater effect on communication as the cultural values are homogenized and it transcends language barriers.  By adding images, we add another layer of meaning.  The media allows for an evoking of emotional responses and transforms the way we learn.  It becomes more pleasurable, as we are able to connect the students to the world outside school.  

(Source: http://www.nmc.org/pdf/Global_Imperative.pdf)

Multimedia, if applied properly, has positive effects on memory retrieval.  Research has shown that memory retention increases with the use of both words and pictures. The learning principle of spatial contiguity tells us that we learn better when words and pictures are near each other and we gain temporal contiguity with words and pictures are placed together.  (Source: http://www.eschoolnews.com/2008/03/26/analysis-how-multimedia-can-improve-learning/)

Using images, can apply the "see think wonder routine" with students.  As the students start wondering, they come up with ideas.  Again, Bloom's Taxonomy shows how that could lead to higher order thinking.  From an image, it allows them to remember, understand and apply, and then with analysis and evaluation, they could then create their own image, text or multimedia presentation to display their visual literacy.  

"This routine encourages students to make careful observations and thoughtful interpretations. It helps stimulate curiosity and sets the stage for inquiry." 

Source: http://www.old-pz.gse.harvard.edu/vt/VisibleThinking_html_files/03_ThinkingRoutines/03c_Core_routines/SeeThinkWonder/SeeThinkWonder_Routine.html

Photographs are a great teaching tool.  On one of my blog entries, Exploring Italy, I explored the option of working with Flickr.  

Many of us teachers would have spent some time travelling overseas.  Like they say, a picture speaks a thousand words.  By uploading my personal pictures onto Flickr, I am demonstrating legal, safe and ethical practices.  What is more original that one's own work of art, simple photography.  They not only will allow me to talk about History, Geography, Science and the Arts, but will show the students a snippet of Italy through the lens of my digital camera.  With these images, I also made a very quick and easy Video, using Windows MovieMaker, and then uploaded it onto YouTube.  The possibilities for learning, and to enhance learning, are endless!

Digital cameras help us to remember.  When on field trips, students will be able to use a digital camera to take photos, and later apply, analyse, evaluate and manipulate these photos to create their own presentation.   

Images are everywhere.  From loud, bold WordArt, to using Wordle to create a pictoral summary of a text, (look at my Wiki page for some examples of how I used Wordle) to photographs and illustrations, images especially support the visual learner and during our Collaborate tutorial in Week 4, Wendy quoted Alphonse Bertillon, "One can only see what one observes, and one observes only things which are already in the mind."  

To take e-learning one step further, we move on to creating complex websites with the images we have created and put together.    Glogster is a fine example of this.  On it's website, it claims to be able to "Engage your students, inspire curiosity, excite learners" and it is also able to be shown anywhere.  Danielle reflects on how Glogster can be used for learning using DeBono's Six Thinking Hats, and I will attempt to summarise it add my own opinions below.  I uploaded my DeBono's illustration that I did earlier onto Microsoft Word and added in the text boxes in the corresponding colours.  

Click on the image for a clearer view of the text! 

As an example, I have created a Glogster page, which would be relavent to my EPL that I would be undertaking this term.  I am focusing on the Year 7 group, who are going to be doing Ancient Egypt for their History lessons.




In the Glogster I created, one of the tools I used to create an image was Google Maps.  That one was simply a picture showing where Egypt was located in relation to it's nearby counties.  In the map below, I took it one step further by making it interactive and adding pins.  The 3 different coloured pins show Luxor, modern as well as Ancient Giza.  I managed to input images from Wikipedia (remembering to site and make reference to the origin of the images) and when one clicks on each different push pin, a pop up screen will show more.  The user is also able to zoom in and out, pan the map, and view it in map, satellite  terrain or earth (where the user would have to download a plug-in) view.



View Egypt in a larger map


Another map I created for another engagement activity is shown below.  I used the application in Google Maps to draw a 'blue line' to trace my travels across Italy.  Here, I also used the pins to point to the different places, which corresponded to the photographs had put up on Flickr.


View italy in a larger map

PMI of using Google Maps

PLUS	MINUS	INTERSTING
Children love maps. It is free. Shows the geography of the earth. Links to descriptions of places. Links to photographs. Provide opportunity of plotting routes. Gives distances and timings by car, bus, and by foot.	Privacy of home addresses might be exploited. Can be rather confusing to younger children.	Can save the map in ‘My Maps’. Can be used to work collaboratively with others. Explore different parts of the world in map, satellite,  terrain and earth view.

(Source: http://mrwrights.blogspot.com.au/2011/04/other-digital-tools-use-in-education.html?showComment=1365656175804#c1355856351018670220)

 I could see myself using Google Maps to teach Art - I could show pictures from different countries, landmarks, buildings, sculptures and paintings; History, as shown above, as well as Geography, where students can locate rivers, seas, mountains and valleys.  

All the above mentioned tools, blogs, images, Glogster and Google Maps are wonderful teaching tools and will definitely create interest when used in the classroom.  Teaching with technology requires for the perspective of the classroom to become learner centred and for the teacher and students to enter into a collaboration or partnership with technology in order to create a "community" that nurtures, encourages, and supports the learning process.

(Hooper, S., & Rieber, L. P. (1995). Teaching with technology. In A. C. Ornstein (Ed.), Teaching: Theory into practice, (pp. 154-170). Needham Heights, MA: Allyn and Bacon.)

I will end with the graphic which shows how the scaffold of Bloom's Taxonomy enables one to use technology to enhance learning.

Source: http://www.mtlsd.org/mellon/teams/ironbrigade/bloomsdigitaltaxonomy.asp

I used Flickr to help remember, bubble.us, slideshare and  wordle to understand.  I applied my knowledge using Google Maps and with scaffolding tools like DeBono's Six Thinking Hats, SWOT analysis and PMIs, I analysed and evaluated.  Finally, to create and share - I used YouTube, Glogster, Wikispaces, Prezi, Blogger - what wonderful tools of the 21st century.