Using Word search Maker is simple and effective. Its a great way to introduce key words into a lesson and is another interactive teaching resource that is useful for theory based classroom teaching.
SAIS Glen Coe Working in winter as a Mountain leader I use varied resources to collate enough information before going out onto the hill. A blog that I use regularly is Sport Scotland Avalanche Information Service (SAIS). It is a seasonal blog which is up-dated from December to April.
This blog is a means of area SAIS forecasters to pass on local knowledge and daily observations. They walk up the Mountain daily to photograph and record weather, snow pack and report up-to-date snow stability and avalanche hazard.
It is linked to other SAIS blogs of different areas of the Cairngorms so you can access information depending on the area where you intend to climb, ski, mountain walk etc
The blog also has a weekly analysis of the snow change, this is an example
Weekly Snowpack Summary
The snowpack has been mainly isothermic and moist at most levels for the past week and is generally well bonded and stable. We have encountered South, South-West and Westesterly weather influences with the freezing level generally above the summits. The avalanche moderate hazard has been Low for 6 of the days with one day with a localised Moderate hazard. The day Moderate (localised) was forecast did not materialize because new snow amounts were not significant. This is the last summary of the 2013/2014
The blog is also linked to SAIS this is all key information to collate before pursuing in outdoor activities in the mountain and is easily accessed from one blog. Brilliant!
Mobile technology (M-learning) is constantly developing in education, as Petty (2004 p. 375) states 'Don't forget digital cameras video cameras and mobile phones; these can also be very useful resources for students and teachers' mobile technology allows greater access to learning resources, whereas fixed nodes such as desktop PC's have restricted access due to time and location.
Starr (2003) states that the success of using M-learning as a learning resource is its independence to time and place. This involves:
the use of mobile access devices such as laptop computers hand-held Personal Digital Assistants (PDAs) and mobile phones
the enhancement/development of learning materials and management systems to work with an increasing range of access devices
the development of learning opportunities created through the development of these technologies. Starr (2003)
There are many benefits for using M-learning, students have constant access to e-learning resources and activities and it enables continuous communication between learners via e-mail and discussion groups to aid with learning. It can enhance interactivity in contact teaching situations and as the technology is mobile it can enhance learning environments that are outside the classroom, i.e adventurous activities venues.
PDAs and laptops can facilitate a great level of interaction when used in contact sessions. Starr (2003). It enables opportunities for polling groups, allowing students to share opinions and vote to choose for the teacher to change the activities or topics being taught. Anonymous contributions to discussions and brainstorms can encourage greater participation and for introvert students to express their opinions and ideas.
It must be emphasized that like all technology used in teaching there are barriers with M-learning and that it can not be relied on in its own right. Starr (2003) quotes the following constraints:
Infrastructure costs- who provides mobile devices and pays mobile phone contracts and billing
Increased admin and support- initial set-up, maintenance and trouble shooting mobile devices demands a significant amount of support
Managing learning resources
Accessibility
Increased demands on tutors - 24/7 access to learning resources may lead to increased demands on tutors
However, I feel there are greater benefits than constraints and used with other teaching strategies enhance students learning and access to teaching resources.
References
Petty, G. (2004) 'A practical Guide Teaching Today' Third Edition. Cheltenham. Nelson Thomas Ltd.Starr, S. (2003) 'Application of Mobile technology in Learning and Teaching: 'M-learning'
Since learning new skills and tools in creating a PowerPoint presentation I decided to create a lesson using this Microsoft Application as a teaching aid for BTEC Outdoor and Adventurous Activities.
The teaching aim was to allow students to gain knowledge about Indoor facilities available in the UK for adventurous activities and now about recent facilities being developed.
I was previously cynical about using ICT at a teaching aid in adventurous training, however I was highly motivated by the learning outcome by the students and the interaction and involvement in the lesson.
Video clips of the indoor facilities was a successful and experiential learning tool that enabled students to visual the facility and its purpose. This was a lot more powerful than just lecturing about the venue and giving information orally.
I added slides with information to give knowledge of the learning objectives and also tasks for the class to complete to keep the lesson diverse with different teaching aids.
In pairs create a list of Outdoor Adventurous Activities and discuss which ones have indoor facilities.
Rock Climbing
Bouldering
Ice Climbing
Via Ferrata (Italian translation 'Iron Way'))
Mountain biking
Skiing
Snow boarding
Caving
Surfing
Kayaking
Canoeing
Stand Up Paddle boarding (SUP)
On reflection, I feel that using these new skills I have acquired I have enhanced my teaching and will use presentation tools in future in lessons I feel could be enhanced by this applications.
This article identifies obstacles to the successful implementation of the information technology curriculum for student teachers introduced in the UK in 1998. Based on a 1997 survey of lecturers and students in three teacher training institutions in Northern Ireland, the three main obstacles are identified as: student access to computers, the ICT policy adopted by initial teacher training providers, and the lack of encouragement for students to use ICT on teaching practice. Includes guidelines for the development and implementation of an effective ICT policy in initial teacher training institutions. (Murphy, Greenwood, 1998, pp.413-429).
Murphy, Greenwood, 1998 stated three main barriers using ICT in education, student access to computers, lack of training and lack of encouragement for students to use ICT. Reflecting on lack of access, many learning environments may have no access to computers or technological tools such as interactive whiteboards which can be used as a visual aid. There also can be a lack of access to the internet which is an excellent research tool in education and remote learning. As Ertmer (1999) states:
Examines the relationship between external (first-order) barriers and internal (second-order) barriers to technology implementation. Observations and interviews with teachers who have achieved varying levels of technology integration indicate that although first-order barriers constrained all teachers' efforts in the school, teachers respond differently to these constraints based at least in part on their beliefs about what constitutes effective classroom practice. Strategies for staff development in technology use are discussed. (Ertmer, 1999, pp.54-72).
Reflecting on lack of professional development. Educators feel unprepared to learn skills and integrate technology in teaching resources. There is a lack of technological training to teach the educators to use technology to aid their teaching and allow more accessibility for learners to learn. The lack of teachers technological tools and creativity can also create a barrier to using technology. Some teachers may not develop these skills and will avoid using technology in their teaching. Research by Snoeyink and Ertmer (2001) suggests that:
Reports on a two-year study exploring the perceptions and roles of experienced elementary teachers, who were computer novices, as they learned and began using computer technology in their teaching. Using qualitative research methods within a case study framework, the research focused on incentives and barriers to using computer technology, and professional development approaches. Results indicate participants' preferences for learning basic computer skills before integrating technology into the curriculum, the importance of seeing purpose in using computers in teaching, and having concrete and grade-specific integration ideas. First-order (extrinsic) barriers to computer use, such as problems with equipment, were often found to mask second- order (intrinsic) barriers, such as lack of computer skills. (Snoeyink, Ertmer, 2001, pp. 85-111)
This article investigates the discrepancy between the level of technology use expected of teachers and the actual use and integration of technology in the classroom, examining the barriers that impede implementation and integration. Drawing on the literature in this field, the paper identifies the following as reasons why a gap exists between actual and expected use of technology: resistance to change, negative attitudes towards computers, constraints on training and support, cost, and a lack of access to the right types of technology in appropriate locations. Includes recommendations for the implementation and integration of technology, including guidelines for creating a technology plan and addressing training issues. (Fabry, Higgs, 1997, pp. 385-395)
Fabry and Higgs (1997) state resistance to change as a barrier. Reflecting on this teachers refusing to change their old teaching methods. There is also negative attitude of teachers making excuses not to use technology such as not having enough computers, not gaining enough technical training, and that it is too time consuming to develop teaching resources using ICT. There are also teachers that feel that technology is replacing their job role and so instead of losing their job and their old ways of teaching they will refuse to integrate technology in their teaching.
References Ertmer, P.E.A. (1999) Examining teachers' beliefs about the role of technology in the elementary classroom. Journal of Research on Computing in Education. Fabry, D., Higgs, J. (1997) Barriers to the effective use of technology in education. Journal of Educational Computing. Murphy, C., Greewood, L. (1998) Effective integration of Information and Communications Technology in teacher education. Journal of Information Technology for Teacher Education. Snoeyink, R., Ertmer, P. (2001) Thrust into technology: how veteran teachers respond. Journal of Educational Technology Systems.
Information and communication Technologies (ICTs) have been an integral
element in the development of learning in forms of open, online and distance
education which has bought new opportunities for lifelong learning.
The impact of ICT on learning is usually discussed in relation to the use of the World Wide Web however, ICT impacted on higher Education (H.E) before the Internet. The application of print, audio-visual and broadcast media to distance education has enabled access to adults with roles and responsibilities to continue with H.E.
Leach and Moon (2008) identify six ways in which ICT can aid teaching and learning:
easier access to a wide range of information
easier links with other teachers and other learners
more effective teaching of key concepts and disciplines understanding
pedagogic (helping teachers support learners and aiding collaboration)
easier research (better access to sources, evidence, experts)
Pritchard (2007) suggests four purposes of ICT use:
Finding things out
Developing ideas and making things happen Enhancing and sharing information
Reviewing, modifying and evaluating work in progress
Since the mid-1990s the Open University (OU) UK has adopted a strategy of investment in digital media, building on the early use of internet for computer mediated communication. Mason and Kaye (1989).
Early applications showed that use of e-mail and conferencing could revolutionise the potential of distance teaching by communication across the students body, as well as between the tutor, course team and students. Thorpe.
It also shows that the impact on students varied, 'typically leaving one third who hardly ever participated one third who did so on an acceptable level, and one third who became enthusiastic and participated well beyond the requirement set down by the course team.'Thorpe.
Thorpe identified the following advantages of "new media" which includes CD-ROM and DVD ROM web and applications such as streaming audio video and mobile devices:
A sense of presence, possibly even community, in online interaction
Improved learner support
Unlimited practice of difficult concepts, skills etc
Unlimited access to resources via the internet
Improved delivery of learner preferences- notably those required by students with disabilities
Global access to resources and teaching
Learning anywhere any time
Thorpe states that student evaluation shows a varied view on new media of conferencing, e-mail websites and electronic resources via library databases and the internet. A survey shows that OU students in different faculties experience more or less use in these media in their courses. Science courses, for example have always made good use of software supplied on CD and DVDs however gave very low helpfulness ratings to audio CD whereas almost 60 per cent of language students rated them as very helpful as did over 40 per cent in health and social care, arts and education. Rae, (2004)
Distance and online learning are developing even though some courses are delivered wholly-online there are new forms of interaction and collaboration developing. Thorpe (2002). Enabled by emailing and conferencing tutors and students are in more frequent contact and is more continuous. In some cases this may be more contact time than campus-based students with their tutors. ICT is changing learning by opening new opportunities and not only for distance-learning but for campus-based higher education too.
References
Rae, S. (2004) Comparison of helpfulness ratings of the various course components by Central Academic Units- Course Survey 2003 data.
Skinner, D. (2010) Effective teaching and learning in practice. London: Continuum International Publishing Group. Thorpe, M. (2002). Rethinking Learner Support: the challenge of collaborative online learning. Vol. 17 No. 2. Thorpe, M. (1998) Assessment and "third generation" distance education. Distance Education. Vol. 19, No. 2.
This video summarizes rock climbing and its physical and psychological battles brilliantly. I can relate and have had experiential learning of all 9 rules and all rock climbers would agree. Rule 1. Don't let go. Rule 2. Hesitation is bad Rule 3. Have a plan. Rule 4. The move is the end. Rule 5. Know how to rest. Rule 6. Fear Sucks. Rule 7. Opposites are good. Rule 8. Strength = Success. (As a female climber I can relate completely to this rule. Women are more reliant on balance and precise foot work than strength. This enables a more technical and skilled climber. FACT! Rule 9. Know how to let go.
Since learning about Tedtalk I have already used 2 video clips in teaching. I think its an extremely interesting teaching tool to add to the box.
I decided to reflect on the mobile technology I use continuously in Adventurous Training. After creating this Mind map I realize how much I use and how reliant I am on this technology to provide accurate information to enable safe practice in the outdoor environment.
Mobile phones
Mobile phones are a much relied on source, not only as an accessible form of emergency communications but also being able to gain information from the internet i.e weather tide times etc. the use of this device enables safe practice as an adventurous training instructor. Mobile technology has recently developed for climbers and mountaineers, which has become an exciting and time saving concept. Mobile apps have been created for climbing topos and logbooks as well as crag and mountain guidebooks. Here are a few I have experience with using:
Bouldr (iPhone/iPod Touch, £1.79, iphone.bouldr.net) Probably the leading 'guidebook' application at the moment, Bouldr relies on the power of crowd sourcing to provide locations and photo topos for a variety of different climbing areas. It uses the GPS functionality of your iPhone to determine exactly where you are, which then lets you find your nearest crag, and even your nearest route. Photo topos with route overlays complete the package.
Climbing and Mountainering Dictionary (iPhone/iPod Touch, £1.19 The Climbing and Mountaineering Dictionary is multilingual dictionary that translates hundreds of technical climbing and mountaineering terms between 5 languages: English, Spanish, French, German and Italian. Given that many of these terms don't appear in standard dictionaries, this app comes into its own when trying to understand foreign guidebooks, or converse with climbers abroad. The interface is attractive and fast, and photographs or illustrations are provided for each term. MotionX GPS (iPhone/IPod Touch £1.79, gps.motionx.com) My Tracks (Android, Free, mytracks,appspot.com) The GPS functionality informs you of your current latitude and longitude. While this information on its own is very useful for mountaineers stuck in a whiteout, or those wishing to record the location of a shelter or gear stash. Motion X GPS for the iPhone, and a free alternative for Android, called my My Tracks, both track your movements over a period of time, link in with downloadable maps (from Google Maps and elsewhere), and can even give you an estimate of your current altitude. The apps are also particularly useful for those out jogging or fell-running, as they can tell you how far and how fast you've been running for.
Yesterday I learnt how to use the Snipping Tool to capture screen shots. Brilliant!
The snipping tool takes a snapshot of the screen so you can copy it to share, and save.
To Open Snipping Tool
Open Snipping Tool by swiping in from the right edge of the screen, tapping Search, entering Snipping Tool in the search box, and then tapping or clicking Snipping Tool.
You can capture the following types of snips:
Rectangular Snip. Drag the cursor around an object to form a rectangle.
Window Snip. Choose a window—like a browser window or a dialog box.
Full-screen Snip. Capture the entire screen.
Capture a Snip
In Snipping Tool, tap or click the arrow next to the New button, choose the kind of snip you want, and then pick the area of your screen that you want to capture. The snip is automatically copied to the Snipping Tool window.
Save a snip
After you capture a snip, tap or click the Save Snip button.
In the Save As dialog box, enter a file name, location, and file type, and then tap or click Save.
Remove the URL
When you capture a snip from a browser window and save it as an HTML file, the URL appears below the snip. To prevent the URL from showing up:
Tap or click Tools, and then tap or click Options.
In the Snipping Tools Options dialog box, clear the Include URL below snips (HTML only) check box, and then tap or click OK.
Share a snip
After you capture a snip, tap or click the arrow next to the Send Snip button, and then choose whether you’d like to send the snip in the body of your email or as an attachment.
The Winter Climbing Foundation was a 7-day introduction to climbing in winter conditions. The course content included clothing and equipment, winter mountain hazards, weather, elementary climbing skills to grade 2/3, emergency shelters, use of crampons and ice axe, Ice axe arrest and short roping skills.
Study- I word process assignments and revision notes, these can then be easily amended. I also have recently used Bubbl.us to publish a mind map enabling to capture a thought process of learning.
Work- To complete daily risk assessments. As an Adventurous Training Instructor I use the internet to check weather forecasts, tide times, tidal heights and wind directions. All this information allows me to assess the activities and locations I decide to use to allow myself to instruct with limited risk. As a freelance Instructor I also use spread sheets to process monthly timesheets to record days instructed, this self calculates hours worked which otherwise would be laborious.
Play- I am constantly logging climbs I have completed on http://www.ukclimbing.com/. I also use this site to find crags and routes that I wish to climb and interact with other climbers to discuss, personal experiences and view photographs etc.
Emails- I send messages via email to friends, family work colleagues etc. This is an efficient way to send information as it is instant and cost effective.
Banking- I use internet banking as I can make any transaction at any time using the 24 hour service centre.
I daily check http://www.makalu2014.com/. My partner is currently in the Himalayas attempting the first British ascent of the S.E. ridge of Makalu (8,463m). The only information I gain from his expedition is through the blog that is updated daily using a satellite phone.
Why I want to complete a PCET PGCE in Outdoor Education
Using my own personal experience,
skills and knowledge I wish to inspire people to achieve using Outdoor
Education as a tool to enhance and improve their aspirations in life. I am constantly practicing personal development within the outdoor
industry gaining new experiences and qualification. My ambition is to complete
the Mountain Instructors Award MIA which motivates me to Rock Climb,
Mountaineer and Ice climb as much as I can in my spare time. I always wish to
perform at my highest ability which I feel reflects in my commitment and
professionalism in work.
This year I achieved my first 4000m peak in the Alps (Dent du Geant 4013m) and has inspired me to continue summiting higher and harder routes.
Endorphins
After thinking on why I am so passionate about how Outdoor Education and green exercise can be such a beneficial tool both physically and psychologically in developing people successfully, I wish to research and gain evidence to support my enthusiasm. I will post my statistics soon.....
