Reflection 5 Week 6

The chosen digital resource for this week’s reflection is Google Maps. Google Maps is a digital map that allows you to have access to all the features of a world map, however with a lot more detail. This resource allows users to zoom out to view a world map, then zoom in the minute detail of a street. The map can also be viewed an interactive globe. As can be seen by the map below, the globe is shown and can also be rotated around on all angles. This is a feature that would not have previously been able to be carried out with a classroom map or globe. This can also be zoomed in to provide more detail, how not as much detail as the world map.

(Google, 2015a).

As can be seen above, the areas of the earth in which it is currently day time, are indicated by the light. This feature also allows you to explore the moon and Mars in a similar way. The access to this can be seen at the bottom of the image.

The image below is another way that Google Maps can be used. It is a map of Shenyang, Liaoning, China. As can be seen main roads and areas of water are shown. On the left side is a search bar, where the location has been found. Below this, directions can be shown from a designated area to Shenyang, Liaoning, China, the weather, current temperature, saving the location for later, photos of the area, important facts and what is located in and around that area.     

(Map Data, 2015).

For more lifelike detail of the map, and to help understand what the area is really like, street view can be used. The little orange man in the bottom right hand corner of the screen and dragged onto the street location that you wish to access. Below is a street view of Park Avenue, New York, USA. Using arrows along the road you can also ‘walk around’ and view more of the area. At the bottom of the photo below other areas in New York are also shown.

(Google, 2015b).

Not only can streets be viewed, but also the inside of buildings can be viewed. Below is an image on from the map taken within The Metropolitan Museum of Art.

 (Google, 2015c)

The last incredibly useful feature of Google Maps, is its ability to look at different locations over time. As can be seen in the photos below, photos taken of the area in a previous year can be selected. 

(Google, 2015b)

Photo: Park Avenue, New York, USA 2007

(Google, 2015b)

Photo: Park Avenue, New York, USA 2009

Phase	Classroom use for teachers, students & my future classroom as a part of a blog
Phase 1: Substitution Definition: Substitutes the use of technology for the same purpose as without technology (Schrock, 2015).	Learners locate countries and their capital. Learners find the different states in Australia and their capitals. Explain and show learners the different continents.
Phase 2: Augmentation Define: Using technology as a way to improve upon the functionality of classroom activities.	Take a ‘photo’/screenshot of a local landmark. Research task: Find important facts about Australian landmarks. Learners choose a place important to them and their family heritage and see how the location has changed over time.
Phase 3: Modification Definition: Students complete tasks using technology, that alter the way they would usually complete them (Schrock, 2015).	Using the globe to demonstrate how the sun and daylight works. Plan trip hypothetical trip to different countries and take screenshots/‘photos’ of the different landmarks that could be visited. Learners create an informative text in the format of a video about the ways that a local site has changed.
Phase 4: Redefinition Definition: Students could complete tasks using technology, that completely changed the way that they work in the classroom (Schrock, 2015).	‘Visit’ an exhibition at The Metropolitan Museum of Art. Create a blog post about the exhibition they have viewed. This may include videos of what they found. Create a tour of foreign destination. This may include using a video screen capture program and adding a voice over. Create a treasure hunt for learners to complete based all over the globe. Learners must take photos of each location.

As can be seen, this resource is highly versatile. It can be used within many different subjects and year levels. It is a resource that can really enhance the way that students learn if used to its full potential. 

Works Cited:

Google. (2015a). Earth. Retrieved from https://www.google.com.au/maps/@-

15.336235,156.8171154,22973921m/data=!3m1!1e3

Google. (2015b). Pre school of America, Park Avenue, New York. Retrieved from

https://www.google.com.au/maps/place/Pre+School+of+America/@40.7849292,-73.9538582,3a,75y,198.04h,85.19t/data=!3m7!1e1!3m5!1sW0_cdu-_hmvWQwS-BvC7Vw!2e0!6s%2F%2Fgeo0.ggpht.com%2Fcbk%3Fcb_client%3Dmaps_sv.tactile%26output%3Dthumbnail%26thumb%3D2%26panoid%3DW0_cdu-_hmvWQwS-BvC7Vw%26w%3D374%26h%3D75%26yaw%3D299%26pitch%3D0%26thumbfov%3D120%26ll%3D40.784929,-73.953858!7i13312!8i6656!4m2!3m1!1s0x89c258a3fa84a63f:0xa629107a3b1b065f!6m1!1e1

Google. (2015c).The metropolitan museum of art. Retrieved from

https://www.google.com.au/maps/place/The+Metropolitan+Museum+of+Art/@40.7801063,-73.9620598,3a,90y,22.2h,61.71t/data=!3m7!1e1!3m5!1sRcbKa0ibKlCP9Du-i6VYlA!2e0!6s%2F%2Fgeo2.ggpht.com%2Fcbk%3Fpanoid%3DRcbKa0ibKlCP9Du-i6VYlA%26output%3Dthumbnail%26cb_client%3Dmaps_sv.tactile.gps%26thumb%3D2%26w%3D100%26h%3D80%26yaw%3D83.688744%26pitch%3D0!7i5632!8i2816!4m2!3m1!1s0x89c25896f660c26f:0x3b2fa4f4b6c6a1fa!6m1!1e1

Map Data. (2015). Shenyang, Liaoning, China. Retrieved from

https://www.google.com.au/maps/place/Shenyang,+Liaoning,+China/@41.805331,123.436498,10z/data=!3m1!4b1!4m2!3m1!1s0x5e253c413a1334b7:0x5499e4f0ce929166

Schrock, K. (2015). Resources to support the SAMR Model. Retrieved from

http://schrockguide.net/samr.html