Final Blog Posting

E-Learning Assessment Item 2
            E-learning is a modern effective up to date way that is sweeping the world; the new age of the world is all about technology. Today’s students are twenty-first century learners and are constantly changing as each year progresses. It is important that we, as educators, are able to understand the differences each one of these brings to a classroom, whilst adapting the learning design to meet their needs. Catering for these needs is an ongoing challenge that educators face. If we are able to grasp the prior knowledge and experience that these learners bring to the classroom, we will begin the process of creating a cultural classroom climate where each student is able to achieve and learn together. Through e-learning educators are able to facilitate quality learning experiences for students.
            The process of this is completed through “facilitating a deep knowledge through higher      order thinking. Enabling collaborative learning where conversations are important. Supporting students in knowing how they best learn. Lessons should be planned around the context of real life situations and contexts. Teachers are responsible for ensuring students are able to connect to their background knowledge. Allow students to own, manage and control their learning by themselves. Support socially engaging values and cultural knowledge. Lastly support the development of active citizenship, and strong identity” (Fasso, Week 2 Course Materials, 2011).

            Information that was beneficial to gaining understandings from this course were; the outlines of the three learning theories that underpin e-learning behaviourism, cognitivism and constructivism, the TPACK digital pedagogy that equips educators with tools and strategies that enhance online learning for all learners. These are just a few of the resources that aid educators in embedding information communication technologies into the curriculum.

            Everyone that participated in the mobile phone wiki has been fortunate enough to have varied experiences both good and bad with a mobile phone. Being able to reflect on how the technology can be used in the various ways which is drawn from our prior knowledge. Through the activity with Debono’s Hats, we as students were able to draw on our prior knowledge and experiences to make our suggestions for the class wiki. The scaffolding was completed through the Debono’s Hats activity which gives us a starting point for the collaboration process. Through this activity we were able to see suggestions that were made by peers. There was support for all contributions that were made to the site. We were able to make our thinking clear and visible to others in the group and the class teachers. Through the activity we were also able to create a permanent record of the discussion and conversations that were had around the topic, this will be able to be used for future analysis (Fasso, Week 1 Course Materials, 2011).
Debono’s Hats Link: http://fahe11001-3-11.wikispaces.com/Group+1+Mobile+Phones   

Group Tools 1: Blogs, Wikis and Websites

            A blog is a tool that students can use to write reflections about thoughts, diary entries, journal logs and much more. This is a tool that the author can write on and others can make comments but it cannot be edited by others. Blogs are a formative strategy to observe how thoughts and understandings may change as learning changes. Websites are constructed with a specific purpose and are managed by an administrator who is responsible for updating and changing information that is presented.  The final tool that was explored was a wiki. This is a tool that can be created but is managed by viewers. Information can be changed and added to or edited. “Where persons contribute to a collective work such as an encyclopedia, there is no joint ownership if the contributions are separate and distinguishable” (Wikipedia, 2011). Wiki’s are a useful way to engage with students and create an environment in which students are able to learn collaboratively. “The learning is centred on student based activities rather than teacher focused, there is an emphasis on students assisting each other to find answers of common inquiry rather than seeking answers from teachers. The learning is also set around solving problems by gathering data, analysis, and discussion by groups” (Kimber, 1996). Teachers are able to monitor these sites and create an environment that is available for students to utilise.  “Collaborative Learning has become a well-established management education methodology. It emphasises the cooperative efforts between students and the generation, rather than transmission, of knowledge” (Kimber, 1996).
Group 1 Tools Discussion Link: http://firsteverkayefingerblog.blogspot.com/2011/12/week-3-blog-wiki-website.html    
Link to Debono’s Hats Wiki: http://fahe11001-3-11.wikispaces.com/Group+1+Mobile+Phones  

Group Tools 2:  Images, Videos and Audio  

            A video is a moving picture with audio included into the file. Videos are a useful way to demonstrate procedures and instructions. They enable students to see a visual representation of an example and are also able to revisit when they feel it is necessary. An audio file is a sound recording without a picture. An example of this would be of a set of instructions to which students listen facilitating them to complete a task. It could also be a music file or voice recording containing any form of information.  Lastly an image is a still picture where there is no movement and no sound involved. “The use of images in teaching and learning has benefits to support student comprehension, retention, and application. For example we relate the use of images to spatial intelligence, student motivation to learn, and conditions of instruction, which are established models and theories in education” (Cavanaugh, 2006). I feel that this is a useful strategy to use in the classroom and home environment, as some students do not have access to technology that would enable them to utilise the other technologies listed. Exploring the use of images in the classroom provides teachers with opportunities to facilitate and develop active learning environments where students use photos and other images to research and create new and meaningful information with the content (Mims, 2010). The use of images in a classroom is flexible. All key learning areas are able to be related to an image of some description. Images can be used to gain the attention of students, inform the learners of the expectations that are held. Images can aid students in recalling information from prior learning and stimulating class discussions. They can also be used to provide learning guidance and feedback to students with regards to their own learning. (Cavanaugh, 2006).
Group 2 Tools Discussion Link: http://firsteverkayefingerblog.blogspot.com/2011/12/week-4-group-2-tools-images-podcasting.html   

Group 3 Tools: PowerPoint, Prezi and Glogster
            The Prezi tool is a stimulating tool that allows students to be creative and seek a global perspective on the material being presented. PowerPoint is a linear style of presentation that is simple and effective for students to use for presentations and to support presentations of information. Glogster is an online scrapbooking tool that allows students to construct and create masterpieces that convey a message with a focus to details. “By presenting information in a multisensory way, it greatly assists children with acquiring and retaining information” (Wilkins, 2009). Constantly students are asked to create posters and complete projects on various topics for presentation to their peers. Glogster offers opportunities for students to create interactive posters. “Research reveals that a good mix of different inputs will increase involvement and retention enormously - for all students, not just the ones who would have made it anyway. However many schools are not very open to multi-sensory learning” (Davies, n.d.). Students are able to insert a wide variety of elements to their glog to create a multimedia online creation. Students are also working on their literacy skills whilst completing their online glog. Any child can enhance his or her comprehension, processing and retention rates through the use of multi-sensory education (Davies, n.d.). Every child learns in a unique way through using Glogster. All students are able to interact with the software and compile an interactive multimedia image that accommodates their learning styles.

Group 3 Tools Discussion Link: http://firsteverkayefingerblog.blogspot.com/2011/12/week-5-group-3-tools-powerpoint-prezi.html   

Group 4 Tools: Animation and Simulations, Google Earth / Maps and Online Concept Mapping

            Animation and simulations are detailed information that has the ability to progress into experiments and processes enabling interaction without the actual items needed. Google earth and maps is an online resource that allows students and teachers to look at the earth and maps from a bird’s eye view. This permits students to see things from a different perspective. Concept mapping is a tool that can be used to organise and represent knowledge. It includes circles or boxes that link together with a common concept or idea. Online concept maps are a productive way to engage students’ interests and teach complex or multifaceted topics. “Concept mapping can be described as a process through which one or more participants, using brainstorming techniques, create a map using keywords that are representative of a specific concept” (Cicognani, 2000). Students are able to recall prior knowledge and use this knowledge to participate and create an individual concept map. “The result of a concept mapping session is a concept map: a series of words laid out in a graphical representation, with reciprocal connections and links” (Cicognani, 2000). In collaboration with peers and the classroom teacher students would be able to create a joint concept map that details all the information gathered through the individual concept maps.

Group 4 Tools Discussion Link: http://firsteverkayefingerblog.blogspot.com/ 

             “ICTs have impacted on educational practice in education to date in quite small ways but that the impact will grow considerably in years to come and that ICT will become a strong agent for change among many educational practices” (Oliver, 2002). Technology is advancing and will continue to advance. Educators are responsible for engaging with students to accomplish the mastering of these advancing technologies. “However we can improve many students’ lives, and improve our teaching: by valuing multi-sensory interaction for its demonstrated benefits, and accepting that it is superior to merely spoken, or merely written, communication - in establishing a healthy and stable learning environment” (Wilkins, 2009). If we as learning managers are able to implement and achieve outcomes for students through varying the way in which the curriculum is implemented. Students will remain engaged and motivated to learn and achieve using technology. “Extrapolating current activities and practices, the continued use and development of ICTs within education will have a strong impact on what is learned, how it is learned, when and where learning take place, who is learning and who is teaching” (Oliver, 2002).

 References

Cavanaugh, D. T. (2006). Images In Education. Retrieved from The Digital Camera In Education: http://drscavanaugh.org/digitalcamera/

Cicognani, D. A. (2000). Concept Mapping as a Collaborative Tool for Enhanced Online Learning . Educational Technology & Society, 150-158.

Davies, N. (n.d.). Multi-Sensory Learning. Retrieved from Medieval Education: http://www.medieval.com.au/home

Fasso, W. (2011). Week 1 Course Materials. Retrieved from CQ University Moodle Course FAHE11001 E-Learning: http://moodle.cqu.edu.au

Fasso, W. (2011). Week 2 Course Materials. Retrieved from CQ University Moodle Course FAHE11001 E-Learning: http:moodle.cqu.edu.au

Kimber, D. (1996, May 13). Ultibase Articles. Retrieved from Ultibase: http://ultibase.rmit.edu.au/Articles/june96/kimbe1.htm#Directions

Mims, C. (2010, February 19). Images of Education. Retrieved from Learning Telecollaboratively: http://clifmims.wetpaint.com/

Oliver, R. (2002). The role of ICT in higher education for the 21st century: ICT as. Perth: Edith Cowan University.

Wikipedia. (2011, December 15). Wiki. Retrieved from Wikipedia: http://en.wikipedia.org/wiki/Wiki

Wilkins, K. (2009, April 22). Multisensory Learning. Retrieved from Early To Learn: http://www.earlytolearn.com/2009/featured/what-is-multisensory-learning-or-avk/

Week 5 – Group 4 Tools – Animations & Simulations / Online Concept Mapping / Museum Box  

For this group of tools I decided to focus on the 3 that interested me the most. Firstly online concept mapping caught my eye as I have worked with the bubblus program online for previous subjects I have studied. As I read further down the list I came to MUSEUM BOX and the first line I read was “If you could put a number of items into a box that described your life, what would you include?” this made me think about what is important to me at this very point in time.

Animations & Simulations

I am mainly going to try and address simulations this is an area that I think would have advantaged my generation when we were students. I was a kinaesthetic learner therefore I had to have things to play with and watch, and join and experiment with. Through simulations I think that students would remain engaged in a lesson if they were able to experiment and see the types of outcomes that may occur if certain factors are changed or taken away from a situation. Ideally in a simulation program this would be the case, if a different process was followed then maybe there will be a different outcome even though this may not be the correct outcome this will also engage students to engage in higher order thinking to achieve the desired outcome for the task. Through simulations it allows students to interact with ICT technologies. This would be the most efficient way to deal with the regulations that guide how we teach such subjects and topics in a classroom.

The flip side is that students are not able to engage and use all of their senses to experience the real process that is being simulated for them with the getting your hands dirty part of a task.

Online Concept Mapping

Through concept mapping all students are able to engage in the lesson and add their thoughts to a concept map without being judged because of the decision that they have made or what they have written on the board. A concept map allows all member of a class to piece together their ideas and assumptions. As the teacher you can act as a sounding board and filter the information that is being added on a daily basis. Through interaction by all students teachers are allowing students to extend their knowledge whilst they are reassuring themselves of any assumptions and agreed differences that may occur within the concept map.

Museum Box

I love the idea of a box with images on each side and a roll of the box could create a whole new context for a class discussion. The boundaries are near limitless. This could be used in all areas of learning. It would help to engage students that are not as focused as you would  like them to be. All you would need to do is add pictures that may spark an interest in their own thought process. This is a strategy that would benefit all students in a class. For lower level students it would help to engage them with prompts that may assist them in completing a task. For the higher end of the class it could be the task that encourages them to think outside the box, and begin to higher order think about things that may be presented to them in the museum box. As a teacher you could have a wide variety of questions that would help students to be creative with their thoughts and understanding processes.

Week 5 – Group 3 Tools – PowerPoint / Prezi / Glogster

 Powerpoint

Well I think that PowerPoint would have to be my favourite! Well that is only because it is the only one that I know how to use. That is just use there is not a lot of flamboyant stuff happening with my PowerPoint presentations. I can make them slide in at different intervals, use different sounds. A PowerPoint presentation can include any one of the tools that have been previously talked about in the e-learning. You can insert images, podcasts, digital videos, wiki / websites / blog links, you can even add in a prezi document and a glogster document ( I call these documents as I have not researched them further as of yet).
There is a wide variety of paths that a PowerPoint can lead to for a classroom teacher, these can be all engaging and complex whilst conveying the message that you want to be seen and heard.

http://www.wikihow.com/Create-a-PowerPoint-Presentation

Prezi
For older students I think that prezi is a fun and exciting way for students to create a presentation and add the final details that make for a wow presentation. For me however I get motion sickness and after 30 seconds of watching a presentation I feel nauseated. Therefore I have not researched this topic any further. SORRY!!!
So it got the better of me and I did a Google search and found a Wikipedia giving some more details. So here goes!
Wikipedia opening statement is: that it is a cloud based presentation software and storytelling tool for exploring and sharing ideas upon a virtual canvas. Prezi has a zooming canvas like interface (motion sickness) which allows users to zoom in and out of presentations. It also has an awesome added extra of a 2.5d space on a Z axis

DID YOU KNOW: Prezi was initially developed by a Hungarian architect Adam Somlai-Fischer as an architectural visualisation tool?

http://prezi.com/

 Glogster
I am a huge scrapbooking fan and when I researched a little further I found a glog to be basically a poster making program that allows the user to create an interactive poster to enhance the pleasure of the viewers by inserting images, texts, audio, videos and special effects to create an online masterpiece.
Glogsters have been used to in classrooms to aid teachers in creating dynamic interactive teaching experiences. Glogs can be made private and only accessible to others by the discretion of the teacher. Glogs can be developed over 1 or more sites so if a teacher for example teaches a subject at 3 different schools the teacher is able to get each separate class to interact and produce an collaborative Glog.
 Posters that are created through Glogster can be embedded into wiki’s, blogs and shared on many social networking sites also.

http://www.glogster.com/

References:
Prezi Information Retrieved from: http://en.wikipedia.org/wiki/Prezi
Glogster information Retrieved from: http://en.wikipedia.org/wiki/Glogster

Week 4 - Group 2 Tools – Images / Podcasting / Digital Video

 Images
I think the first most important rule to using images with e-learning is PERMISSION, PERMISSION and PERMISSION. Whatever the image! The person creating the learning space needs to have full permission from the person whom the photo is taken of, or if it is an image from online a reference from where the image was retrieved from. There should be no names used in any images placed online when placing them on school sites etc.  Also permission needs to be granted for any student’s work that may be used online whether it is the property of the school or the individual. Either way the producer of the item needs to fully understand what is happening with their work.

When teachers are using images on a website, wiki or blog they are able to use them to create an interactive environment that engages learners with the advancing technologies of the 21^st century. Images can aid teachers in encouraging students to think outside the box and reflect on individual thoughts and feelings about certain images that may have been used.

Images can be used in a wide variety of ways to enhance all learning whether it is for English, Maths or any other Key Learning Area.  The right image used in the right context for learning can achieve great things for students.  Images are a way that all students are able to engage even if they do not have access to the technologies in their home environment. Teachers are able to print out pictures so that students are not disadvantaged.

Podcasting

Podcasts are useful for learners that like to hear and revisit information that is given about a topic or assessment item that is due. However a lack of resourcing can lead to students not being able to engage with podcasts. These are a little more difficult to print out so that students are able to look at them at home. Podcasts are a great way to engage learners in writing also as they are able to record themselves to listen to in private. This will help students to build confidence and the knowledge to create and edit these under their own steam.
This is a great way to portray an idea but I feel that content and detail is best not delivered in this format.
Below is a link to a podcast from the ABC Radio - Titled: Performance Pay For Teachers

http://www.abc.net.au/radionational/programs/lifematters/performance-pay-for-teachers/3698628

Digital Video

This to me seems very similar to a podcast only we are able to see an image behind the sound that is being communicated to us. This is a great way for teachers to convey a message to students and it allows students to discover and play with the technology. If students are creating items for various educational purposes it will allow students to observe, reflect and analyse what and how they are presenting their topics. This may help groups of students as if they are trying to convey a particular message they are able to watch and decide for themselves if the message is clear and the areas that may need to be worked on.  

Christmas Lights Story
http://media.brisbanetimes.com.au/life-and-style/essentials/christmas-lights-soon-to-go-out-2822584.html

References
Christmas Image Retrieved from: http://www.allthingschristmas.com/
Podcast ABC Radio Retrieved from: http://www.abc.net.au/radionational/programs/lifematters/performance-pay-for-teachers/3698628
Digital Video Retrieved from: http://media.brisbanetimes.com.au/life-and-style/essentials/christmas-lights-soon-to-go-out-2822584.html

Week 3 - Group 1 Tool’s (Websites, Blogs & Wiki’s)

Web 1.0 & Web 2.0

Websites are commonly used as a media outlet. These websites are used to target specific audience of viewers for a specific purpose be it marketing, advertising or informational purposes. These are all aimed at a specific genre.

Websites are generally fixed and individuals are not able to add, edit or change details that are included on them. This can be only done by the administrator. This is advantageous when the information has a select purpose and should not be edited by anyone at all.

There is a lot of impacting factors that influence and inhibit the use of websites in a class or home environment. The main factor that contributes to the use of websites is accessibility at home. A lot of homes do not have access to computers and internet. For these types of educational programs to work schools and teachers would have to ensure that every student had access. “Friedman  (2006) states that there are a number of contextual barriers such as a lack of access to appropriate software, a perception that parents and students cannot access the internet at home, and a lack of time impacts on implementation of websites in classrooms.”

The Queensland Curriculum, Assessment and Reporting Framework (2007) believes that by the end of Year 3 students should be able to “Inquire, Create & Communicate with ICT’s.” Students need to also be able to identify the ethics and issues that come with operating ICT’s also.

As a future educator I feel that students should be able to investigate and gather information using websites that are relevant to a specific topic, and this would entail being able to use the appropriate research techniques involved with the investigation.

Blog

From my understanding of a blog. I think that it is an awesome way to put our own personal thoughts into words that we as individuals are able to reflect on and clarify our perspectives from. Blogging seems to be easy and user friendly by allowing simple entries to be submitted for viewing by followers. For users to be able to use a blog as a personal journal this adds individuality and more importantly ease of writing.

Some of the blogs that I have looked at are about wives with husbands who are fighting in a war somewhere around the world. It seems to be an avenue that allows them to chat and leave their thoughts for others to read. It is amazing the impact that one blog can have on a person. The one that I viewed 3-4 weeks ago had a wide variety of personal information on it that the blogger feels they want to share with others. The postings that were entered were very personal and drew me as the viewer closer than I fully realised, that was until I began to reflect on it. As Stephen Downes (2004) states “blogs allow readers to hear the day to day thoughts of presidential candidates, software company executives, and magazine writer, who all in turn, hear opinions of people they would never otherwise hear.”

The part that I feel is most important is that we as writers of blogs cannot be criticised for what we write, it gives people the chance to a freedom of speech. This freedom comes with a certain opportunity to be an individual. From time to time, we read about the potential of online learning to bring learning into life, to engender workplace learning or lifelong learning. When Jay Cross and other say that 90% of our learning is informal, this is the sort of thing they mean; that the lessons we might expect to find in the classroom work their way, through alternative means, into our day to day activities” (Downes, 2004).

Wiki

The Wiki is the application that confuses me. I realise that and online wiki is a space that users and guests can edit, modify, add, remove information with the intuitive editing tools. This I find a little hard to comprehend. I realise that if information is inaccurate that it should be changed, but I feel that there should be some form of etiquette to editing the information.  Going through the week 3 information I am going to list some of the identified features of a wiki.

Open – meaning that any person is able to change edit or reorganise the information as they see fit. To me if you don’t like the site create your own, as the creator may have a specific motive to the design that they have used. For example it could be used for an upper grade class to edit and design their own wiki from the information that they have been already given.

Trust – trusting the people, trusting the process, enable trust to be built. I guess for me relying on others good intentions is hard to fathom as some people do things for the wrong reasons. But assuming that everything is completed with the very best of intentions it could prove to be a worthwhile venture that conveys an awesome message to the viewers.

Fun – everyone can contribute but no one has to. This is something that I think is beneficial however referring back to the trust if someone contributes to a wiki, I think it would be advantageous to contribute and add more emphasis on supporting the creator rather than changing and overriding their input altogether.

Sharing / Interactive / Social Network – everyone is able to contribute to a wiki space. Everyone is able to interact with a wiki space. Everyone is able to feel part of a social network with a common interest or goal to gain from the wiki publication.

Collaboration – a classroom wiki allows student to interact, share and be part of a joint venture that engages them in learning, whilst all being centred on a cooperative task with the one focus and outcome for all students involved.

Reference

Information and Communication Technologies (ICT’s) Cross curriculum priority by the end of Year 3 - http://www.qsa.qld.edu.au/7300.html

Friedman. A. (2006). K-12 Teachers’ Use of course Websites. Journal of Technology and Teacher Education, 14 (4), 795-815. Chesapeake, VA: AACE. Retrieved from http://www.editlib.org/p/6080

Downes. S. (2004). Educational Blogging. Retrieved from http://www.educause.edu/EDUCAUSE+Review/EDUCAUSEReviewMagazineVolume39/EducationalBlogging/157920

Week 3: Blog / Wiki / Website

Am I A "Digital Native?

The big debate for me is which is the best avenue to use when it comes to ICT. I realise that a 'Blog' is owned by the individual, a 'Wiki' can be changed and have multi-authors and finally a website is somewhere that people can go to gather information or research topics.

Well for me, I think that all 3 type of online areas have a relevance in curriculum. This is all depending of age, profiles and the schooling environment in which you are trying to implement them into. For example a prep class may not be advanced enough to create wiki, blog or a website. However with the guidance and support from the classroom teacher students may be able to begin to understand the concepts and terminology used in these areas.

Example Prep Class

The Prep students conduct a initiative called "Random Acts of Kindness" this may be a good opportunity for the class to create a collaborative "Blog" outlining the various details and information that the children think are outstanding and require a 'Random Act of Kindness'.

Students could conduct this activity once a week / fortnight / month depending on the criteria that was involved and continually create blogs for each on adding photos and details about the specific act of kindness.  

As I am new to the blog / wiki / website creation process at this point in time I feel that a Blog is a good way to create and guide your own personal thinking.

But when we are looking for information about a specific topic or discussion item a Website may be more useful.

I think all of the above have a relevance in ICT in the classroom. It is how we use these to promote learning with all learners is the challenge that educators face on a daily basis. I hope that by doing this course I am able to impart wisdom and a better understanding of ICT through engaging lessons in my classroom environment that are carried through with students for their lifetime of education in the new digital age.

"To many of us it seems like advancements in technology are moving at an extremely accelerated pace, but to those who are following in our footsteps, the rate of change could not be fast enough. For some school children in Camden outside of London, Gollifer Langston’s prototype transportable Classrooms of the Future will deliver information and communication technology (ICT) on a flatbed truck in the form of an oblong gray pod capable of providing a sufficient ICT facility that many schools are unable to install within their own environments.

The mobile classroom will move from school to school, and is designed to hold 15 students at a time. Once the pod is delivered, a set of hydraulics expands the unit wider, and creates an entrance as well as a stage and a small-cinema-sized screen for presentations and performances. The work space will provide mainly high school students a place to explore music and filmmaking. The Classroom of the Future will have capabilities of adapting for additional needs as technology races beyond what even the next generation can predict. By Andrew J Wiener"

Reference

Blackboard Picture: http://www.google.com.au/imgres?q=children+using+information+communication+technology

Digital Natives Picture: http://www.google.com.au/imgres?q=children+using+information+communication+technology

New Age Classroom Picture & Information: http://www.thecoolhunter.com.au/kids/10

Week 2 - What is ICT

As our readings pointed out ICT is any digital device. The range of devices is wide and helps in a variety of ways. Knowing that it is not simply computers, printers and the internet. These so called devices can be categorised a dominant selection of digital appliances can be called a SMART DEVICE. 

"A smart device is an electronic device that is cordless (unless while being charged), mobile (easily transportable), always connected (via WiFi, 3G, 4G etc.) and is capable of voice and video communication, internet browsing, "geo-location" (for search purposes) and that can operate to some extent autonomously."

http://en.wikipedia.org/wiki/Smart_device

Digital devices are simply not limited to mobile phones.

Technology has evolved from simple telephones to make voice calls on to ones that you can text, check email and get directions.

This is the same with books for many years the tradition of reading and enjoying a novel has been cherished in households for years. The new age now has the introduction of a "Kindle" this the latest craze for people to take on. It is a ICT device where a multitude of books is stored and can be read from.

My feelings about a "Kindle is that the time that we cherish to be able to pick up a book and look at the front cover and read the brief description on the back cover will be all to soon lost.

What do you think?

Reference
Smart Device: Retrieved from http://en.wikipedia.org/wiki/Smart_device
Mobile Phone Picture: Retrieved from http://www.ehow.com/info_7952659_ict-systems-improve-communication.html
Kindle Picture: Retrieved from http://www.mobileread.com/forums/showthread.php?t=38108

Technology and Where To From Here

I am slowly finding my feet but feeling the desire to purchase a book of "Blog's for Dummies" if there is such a devil. I am looking forward to the online link up on Wednesday and Thursday, I feel that I will benefit immensely from this interaction.

The new age of technology is one that is evolving daily with new applications and equipement being released on a regular basis. Keeping abreast of these changes in technology is a struggle on myself who is not technologically advanced. 

It makes me wonder where technology will take us next? What will be the new age item of equipment that my children will grow up with and be learning about in the future?

Introducing Myself

Hi my name is Kaye I am a Bachelor of Learning Management Student currently studying at CQU Rockhampton campus.

This will be my blog for the next 12 weeks. I will be doing my reflecting and evaluating of various topics throughout the E-Learning Course that I am undertaking in Term 3 2011.

If there is any feedback that you feel I will value and benefit from please feel free to leave me a message. I will endeavour to reply and extend my knowledge of blogging in general. Wish me luck!