Reflection
2: Week 3
Creating a blog uses the web 2.0 system (Birt, 2015a).
This means that anyone is able to create and produce the content of a blog. A
blog is constructed initially in the same way as a word file. Multiple posts
can be created and edited over time. Other mediums can also be incorporated
into the blog. For example YouTube videos can be embedded, along with photos
and images. This is where it becomes more beneficial than a simple word file
created by learners or writing in their books. The blog can also be tailored
with different backgrounds, colours and fonts to create a more engaging
aesthetic. Once a post has been published on blogger, other people are able to
comment below and share the post on different social media, such as Twitter and
Google+. Links can also easily be created to other websites.
In the course
reading “Three Vignettes - What does e-Learning look
like?”, it examines the idea of using E-Learning within the classroom (Birt,
2015b). For example the class uses emails, photos Google Earth, movie maker,
webcams, and even create their very own podcast (Birt, 2015b). Many of these
can be incorporated in to a blog or linked to within a blog. Using the SAMR
model the “Substitution” phase, in my future primary classroom, a blog could be
used for learners to present narratives, procedural texts, display mind maps, or
anything that learners would usually require the use of books or paper
(Schrock, 2015). Using the “Augmentation” phase, learners complete tasks such
as creating a narrative or procedural text, however to create their images they
may import them from Google, draw them on Paint or even Adobe Creative Cloud
Illustration, then presented on the blog (Schrock, 2015). A blog could also be
used to film and show students’ presentations and speeches, and recounts of
excursions or other important events. This may help learners enhance their work
quality and improve efficiency. Below is a screenshot from a class blog where
the teacher has uploaded photos of students working in groups. This is also
accompanied by questions for the students to answer about their group work.
(Image: Jordan, 2013).
Using the third phase,
“Modification”, students could complete tasks that alter the way they would
usually complete them (Schrock, 2015). For example learners could film and
create a movie as a recount, write a poem with a voice over and images to
accompany it, or create a video about their favourite animal with images,
videos and voice overs. An example of using this phase within the classroom is
the following blog post. It contains a science experiment, the results, photos
of students working, and also photos of their work. Adding the photos of the
learners working helps them to reflect on what has happened, but by taking the
photos and using them it also helps immerse them in E-Learning. Below is a
screenshot of the blog post:
(Image: Squires, 2012).
Using the third
phase, “Redefinition”, students could complete tasks that completely changed
the way that they work in the classroom (Schrock, 2015). For example using the
blog learners could compete tasks such as creating a video using stop motion
animation, post the video on the blog, also using different voices, changing
the pitch and speed of sounds and adding in their very own sound effects.
Another activity learners could complete is creating a photo story with music
embedded as a video.
There are endless
possibilities for teachers to use blogs in their classrooms. They are a highly
valuable resource and allow learners to be creative and display their work in
new ways.
Works Cited:
Birt, K. (2015a). Web 2.0.
Retrieved from CQUniversity e-courses, FAHE11001:
Managing E-
Learning,
https://moodle.cqu.edu.au/mod/page/view.php?id=101679
Birt, K. (2015b). Three vignettes -
what does e-learning look like?. Retrieved from
CQUniversity e-courses,
FAHE11001: Managing E-
Learning,
https://moodle.cqu.edu.au/pluginfile.php/152322/mod_page/content/14/vignettes.html
Jordan,
K. (2013). Collaborative learning in 4KJ.
Retrieved from
http://4kmand4kj.global2.vic.edu.au/2013/11/26/collaborative-learning-in-4kj/
Schrock,
K. (2015). Resources to support the SAMR Model. Retrieved from
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