Assessment Task 2 - Analysis of digital technologies

Reflective Synopsis

Technology is the fundamental way of society; we as a society have become so reliant on it. The digital age is officially upon us, this being the case we must incorporate digital technology in order teach students more efficiently. For example, if I was to ask you to find the meaning of ‘antidisestablishmentarianism’, instinctively most students would go to Google on an i-device as opposed to paperback texts like a dictionary. The question is how do we as educators, achieve the inclusion of ICT’s into the classroom to teach students with and the answer is E – Learning.

What is E – Learning though? E – Learning, as explained by CQUnivesity (2012) is “Using information communication technologies (ICTs) to engage, enhance and extend learning in pedagogically sound, flexible and innovative ways”. This is the bridge in order to connect to students on their level of thinking through the experiences they have had with technology. As educators, this is the tool for educating students effectively in the 21^st century. Thanks to E – Learning, classrooms will be more about the actual learning of the key learning areas instead of the time being used on classroom management, this will be due to the students being engaged and willing to learn through technology.

Through my own experiences of E – Learning I was able to observe, explore, connect and most importantly experience a whole new way of teaching. I have only heard about some of these programs and as for others I had no idea about. All this time the technology was there but the learning by me in order to use them was not.  As of now I can safely say I am fluent in majority of them now and have a few favourites in which I will now use in teaching students in a classroom.

Learning Theories

Through active participation in course reading, I encountered different perspectives of theorists where each of them identified a need in teaching. There was deBono, (as mentioned more below in the Mobile Phone Wiki) simply put it is where each student takes on a role of a different ‘hat’ which represents a different view on a topic. The next theory was that of Felder, R (n.d.) and his work with identifying learning styles. Think about how you learn best and that is your learning style some examples are kinaesthetic, auditory and visual learners. Everyone has a learning style; if you understand the learners within your classroom and their preferred learning style, then as a learning manager you will be able to teach them to their full capabilities of learning by catering this.

Next was the learning through the ideas of Pransky. Pransky stipulated that if you compare the technology and learning needs that students have now in the 21^st century to students fifty years ago there is a vast difference. Technology plays a vital part in the way students learn and furthermore impacts on the fact if they even engage with learning now. Pransky (2005) raises an important issue; that is children fifty years ago did not demand to be engaged while educated, it was expected of them. Students fifty years ago, majority of them did not even know what real engagement was nor experienced it. As for the students being brought up in the 21^st century, they are constantly being stimulated with real engagement on a daily premise with iPods, mobile phones and the easy access to internet. This validates the importance of E – Learning. Prensky (2005) goes on further to explain that “All the students we teach have something in their lives that’s really engaging—something that they do and that they are good at, something that has an engaging, creative component to it”. At this point in time we need to harness this creative component in technology to gauge their learning through engagement.

Lastly, was the theory from Siemons (2005) which was called connectivism and what it is, is instead of teaching students information you ‘arm’ students with the ability to find where the information is located. This will provide students a broader range of capabilities and a wider spectrum of interpreting knowledge along with having access to more information than what is being learnt (Siemons, 2005).

In reality, it is applicable to implement this learning theory. It allows students to be more ready for when they leave school because information is everywhere around us and now thanks to modern technology it is a lot more accessible through phones, tablets and other items.
For more information on any of these learning theories visit this website: Learning theories

Mobile Phone Wiki

Through the engagement of the Mobile Phone Wiki , I was able to experience a way which both a learning theory was used within a ICT Tool. This approach is what I tried to do with the ICT Tools that I was asked to experience, this website deepened my understanding of de Bono's Six as well. DeBono’s 6 Thinking Hats demonstrated a simple but effective teaching strategy that could be utilised multiple times on different subjects. The teaching strategy was to write something about mobile phones in a Wiki in accordance to the Thinking Hats – challenging myself to think in a different perspective creating a new meaning or a different point of view. It showed how a Wiki could create an interesting and yet valuable learning experience within a classroom (because you can view other peoples points of views as well and take them into consideration) which made myself think differently on how effectiveness of a Wiki. A Wiki creates higher order thinking amongst students along with peer teaching assuming it is being used with deBono’sSix Thinking Hats. Even though I have not used this in one of my four tools, I would also recommend this particular ICT.

Legal, Safe and Ethical Practices 

Technology is a vital tool in supporting and creating a meaningful and enriched learning experience for all students. Like most things though, where there is something good, there are also apparent risks and implications. In order to incorporate ICT’s into the classroom, safety and legal requirements are needed in place for students and more importantly students need to know what they are and how to prevent such circumstances. This is known as the duty of care, which you, the learning manager must uphold and ensure you have covered in all aspects of teaching; protecting both yourself and the students.  This can be done by ensuring the school takes certain steps in order to relinquish any possibility of students not receiving an enriched lesson free from any online predator danger, students are safe both legally and ethically as well.

The issues that can arise can be overridden by implementing these steps of pre-caution to protect and make aware of the implications that can arise and how to best avoid them or handle them. These steps of pre-caution are:

·           Ensuring the learning facilitators is aware of their duty of care to students.
·           Inform the parents/guardians of the steps and implementations of the school taken.
·           Inform the students of the dangers that the internet has.
·           A whole school approach’ with a list of standards/requirements for the students.
·           Explain the safety measures the school has used to the children.
·           Making sure students understand copyright and plagiarism and to prevent it from happening.

More information on these steps is found here: Legal, Safe and Ethical Practices

In concluding with the legal, safe and ethical practices make sure that before the introduction of any ICT tools ensure that the correct measures are in place in order to protect both the learner and the teacher.

ICT Group Tools

ICT Tool of Group 1: Blogging

After experiencing all the ICT Tools of Group 1, I thought Blogging was the most beneficial within a classroom. Blogging is an open area to better voice your opinions without criticism of others due to the settings that can be in place. Teachers can allow students to be in a supportive environment whilst on the internet with constant monitoring of their activity. Blogging also provides another option in presenting information; paperback, typed or postings on Blogger. Teachers can also use this ICT Tool to allow students to write up experiments or questions for others to respond to. They could provide links to information that other students may appreciate as well. This site here has more information on the matter: Further information on Blogging and as you can tell this information is also been provided within a blog to show how they can be used.

ICT Tool of Group 2: Podcasting

Podcasting may just seem as though it is a recording of someone talking but it is a lot more than that. While experiencing and interpreting the best ICT Tool in Group 2, I found it to be Podcasting that can be best used in the classroom and out. When a student podcasts it allows them to experience the higher levels of Bloom’s taxonomy, the main two are evaluation and synthesis along with creativity and innovation. As for teachers podcasting, it makes life a bit easy, it allows the teacher to give instructions to complete certain homework etc or a recording of a lesson to students who are away, sick or otherwise not able to attend class, enabling students to catch up on work and not to be behind for missing days of school.
For more information on Podcasting visit: More information on podcasting

Example of podcasting being used, done by myself: http://www.podomatic.com/profile?public=1 

ICT Tool of Group 3: Prezi

Prezi to me is the new and improved way of presenting information, PowerPoint is outdated and no longer engaging because you know what to expect. As for a Prezi though, there are millions of presentation ideas, it is being displayed on a campus which never runs out or you can present on a image on the canvas – as I said before the choices in presentation for students are endless which will keep them engaged. There are certain points in time where students need to listen to a considerate amount of information, could be about a class trip, a lesson or anything really, a lot more will be taken in by the student if the presentation was exciting and engaging which can be achieved through the help of making a Prezi presentation. Students are able to do the same for classroom talks for assignments, to display information for talks with parents to demonstrate what they have learnt, can be used as a member of the school committee to present ideas to the principal. This would be an ideal tool to present information with along with to learn when you’re first understanding ICT tools since it is also really easy to use.
If you want more information go to this website: More information about Prezi.
An example of a Prezi presentation:  Prezi Example


ICT Tool of Group 4: Google earth

After exploring and reflecting upon Google earth, I am thankful for researching this ICT tool further and more into detail. I feel as though when I am teaching, geography is definitely a weak point. Due to this fact I found that I am able to teach more effectively in geography when using Google earth. This ICT tool provides students with a real life context to understand the information in and I think that is where I had trouble relating what was being learnt and how it applies to a real life context. Teachers are able to manipulate Google earth to teach students about their everyday life; how to make a map from their school to their home for example or creating a tour of places and where to go as a school trip to the other extent of understanding and tracking earthquakes in real life context. Visit this website to view other ideas which Google earth could be used for as well: Other ideas for Google earth. 

Conclusion

In conclusion, the tools that I have chosen, I feel as though they will be able to engage students in creating a learning environment that supports everyone’s learning styles, diverse learners and most importantly learners of the 21^st century (Snowman et al., 2009, p. 122). This will allow teachers to focus more on the content and teach as opposed to the classroom management. The only viable way to teach students of the technological age is to first teach them with a common interest, which in this case is technology but with technology there is a need to include Legal, Safe and Ethical Practices. The teaching of students starts firstly and fore mostly with the learning manager, as the students needs change, the learning manager is to adapt.


References

 

CQUniversity Australia. (2012). FAHE11001—E-learning: week 1.Retreived from http://moodle.cqu.edu.au/mod/page/view.php?id=6619

Felder, R. (n.d.) Learning Styles.  Retrieved from http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Learning_Styles.html

Pransky, M. (2005). Engage me or Enrage me. Retrieved from http://net.educause.edu/ir/library/pdf/ERM0553.pdf

Siemons, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm

Snowman, J., Dobozy, E. & Scevak, J. (2009). Psychology applied to teaching. (1st ed). Milton, Queensland, Australia: John Wiley & Sons Australia Limited.

ICTs - Legal and Safety Requirements

Technology is a vital tool in supporting and creating a meaningful and enriched learning experience for all students. Like most things though, where there is something good, there are also apparent risks and implications which require safety and legal requirements in place for students and more importantly students need to know what they are and how to prevent such circumstances. This is known as the duty of care, which you, the learning manager must uphold and to ensure you have covered in all aspects of teaching protect both yourself and the students.  This can be done by ensuring the school takes certain steps in order to relinquish any possibility of students not receiving an enriched lesson free from any online predator danger, students are safe both legally and ethically as well.

The first approach is that of ensuring the learning facilitators, are aware of their duty of care to students and how to protect them in a safe way and what measures are needed in order to protect them according to the law. This can be explained to each staff member through a professional development meeting which will allow teachers to understand and ask questions on their responsibilities. The professional development meeting can consist of firstly explaining what websites are blocked by the school, why they are, how teachers can block websites or how to create a virtual internet class where the only members are the ones in the classroom of the teacher and then how to do this for blogger, Wiki etc in order to protect the students due to having a duty of care to them. In this case, their duty of care to students when dealing with ICT that is internet based which is being used in an educational context.

After the teachers know what their responsibilities are, learning managers are to then inform the parents/guardians of the steps and implementations of the school taken in order to ensure them that safety measures taken to protect their children, this can be done by a letter home or parent/teacher night. Now that the explanation of what is being done to protect the student, it is up to the guardian or parent to sign and give their approval for their child to learn with the apparent risks.

Next step is to inform the students of the dangers that the internet has, this can be done either the start of the year (if you are using ICT’s all year round) or the term that you are introducing them to ICT, provide students with a conversation through these requirements, safety measures and express the seriousness of it and to report anything suspicious, explain this to the whole class, if students are sick then catch them up on their return to school. This is to be done before the students are exposed to the internet within the classroom.

The next way to ensure students safety whilst dealing with the internet is to do a ‘whole school approach’ with a list of standards/requirements for the students in order to protect and support the students. This can be a piece of paper in their book stipulating the rules, diary entries of what they did today on the computer, consequences or punishments for breaching these expectations of the teacher be sure to enforce this as well along with identifying to the student what they did wrong, otherwise students will not understand the severity nor the privilege of what is being done for them and the extra measures that take place, expectations (being the rules) and consequences of their actions.


Once students are able to go on the computers, explain the parameters; blocking of certain websites which can stop some sites which are beneficial for learning by the student but ultimately protect students from inappropriate websites. Tell the students to not disclose privacy and personal information across the internet; make sure you, as the teacher has been on the site beforehand making sure it is safe. Students may need to reveal some personal identification, like a name to distinguish between students, but other than that, websites shouldn’t need to know much more than that about a student or anyone. With the internet though there is inherent risks of course, this can expose students to cyber bullying, make sure students know what it is and to always come to the teacher if they feel something isn’t right or even suspicious.

Students are then faced with sourcing information after dealing with the social aspect of the internet, sourcing information can incur risks as well, one of which is copyright. It is important to educate students that they are not allowed to take information from a website and say it is their own in an assignment, for some students relate it to a real life context, for example; say it is the same as stealing a phone. It is basically saying that it is your own work which is an infringement on the copyright/plagiarism act; in order to use pieces of information from websites the students are required to reference and to paraphrase the text. Lastly, explain to students what a ‘credible’ source is because anyone can put anything on the internet since it is the World Wide Web. Students are to know that a credible source can be one that has a name and year, research that has taken place, education departments along with university or any research centre owned by the government, students are also to source information from more than one source which would ensure the credibility of the students’ statement if two or more sources are saying the same thing.

More information can be sourced from
http://moodle.cqu.edu.au/mod/page/view.php?id=12575

Learning Engagement Activity (i-devices) - Week 6

As seen by educators, there is a significant need for technology to play a part in teaching students, just as educators have now incorporated this, Apple is now as well. In fact, majority of schools are in the trialing stage of incorporating the iPad into an everyday class routine with children already able to take them home. This is an image of how some of the Apps on the iPhone correlate with a learning theory called Bloom's Taxonomy  http://ilearntechnology.com/wordpress/wp-content/uploads/2011/06/Screen-shot-2011-06-07-at-5.04.53-PM.png (Copy and paste URL - can not be hyperlinked). There is also a new curriculum developed by Apple which includes all the key learning areas for example http://www.apple.com/au/education/apps/ and  http://www.ipadcurriculum.com/. The question is how can it be introduced and work in a classroom, from these examples, it has already been done so, through the work of applications and some being able to linking to theorists as well.

There are apps to finally help students progress through homework instead of distract them.

Here are some applications for key learning area:
English: MEE Genius - http://www.ksdk.com/news/article/333079/3/Educational-apps-for-all-ages.
Maths: http://www.imore.com/top-5-math-apps
Science: http://appadvice.com/applists/show/apps-for-science-lovers
Music: http://www.iear.org/iear/2009/8/4/music-education-the-iphone-touch-for-teachers.html
Health and physical education: http://thepeteacher.wordpress.com/2010/08/17/ipad-apps-for-physical-education/ 
These applications can help provide lesson ideas, shape lesson plans, help to create a better base of learning and attainment of knowledge by the students, this is how they can be used within the classroom.

Education has changed a lot since 1950, as such learning facilitators should adapt to the change in order to become learning managers. If students are going to function in our society which is increasing on its dependency on technology each and everyday then learning managers need to incorporate technology into the classroom to expose students to it early in order for them to grasp it when they leave the classroom for good.


Learning Engagement Activity (QR Codes) - Week 6

Use for them QR codes now: Is primarily to take a image of a series of numbers/letters/image to open up a website; it could be a website that opens up from taking a picture of a QR code on an advertisement for a movie which the website shows the 'trailer' for this movie to give insight about it. The QR Codes are used for the quick access of information, on an i-device, it is much easier to take a picture compared to writing a web address.

Now imagine if, as educators, we can apply this to the learning of students especially the 'quick access of information' part. Education now is becoming more about how can we source this information and quickly at that fact and teaching students where to find this information instead of  providing students knowledge that they may not use. QR Codes can achieve such a goal, imagine the same QR Coding system was applied to society and its many marvels. For example, a inquisitive student possessed the need to find out what a street post does, no one was around to explain what it does and how it plays a much bigger part then just 'stand' there but lucky for the student, he or she has an iPhone where they are able to take a picture of it with the QR Code attached and a video or text is able to come up for the student. This tells the student that society revolves around them, they give direction, show a destination, form a grid of a city which helps many of businesses - the QR Codes can also alleviate a lot of misconceptions developed by students which may have been produced because they added one piece of information with the third piece of information but leaving out the second piece forming a misconception.

Now lets apply this concept to a classroom, students are becoming autonomous when it comes to technology, majority of teachers and parents would claim they know more about it then what the facilitators of knowledge and role models know. If QR Codes are introduced to a classroom, students are able to clear up any confusion with topics or even definitions so one student doesn't fall behind in their work due to being to shy to ask. This will keep all students engaged with the work as well because knowing and finding out information along the way whilst keeping up with the class will provide the student with confidence and at their level of learning confidence is an important factor for learning at their present state in primary school to years further on. If students feel as though one subject or part of a subject is to hard, they may apply this negativity to other aspects of education.

Learning Engagement Activity (PowerPoint) - Week 5

PowerPoint are the most over-used way of presentation. There advantages are continually matched with their overwhelming disadvantages. Everyone knows and understands powerpoints and as such everyone has been exposed to them so the excitement level has been lost both for students or teachers themselves in professional development days. Powerpoints though are an easy tool though to engage students into presentation technologically in their earlier years of learning. It can be used as a stepping stone from paper based or oral presentation to allow students to convey their ideas through technology. PowerPoint has the advantage of being very simplistic to use, creating ease for a teacher to start with this ICT to incorporate into their classroom. PowerPoint work in the way of highlighting the key facts or features about a talk or lesson whilst the teacher is explaining, this provides students with a summary of each art of the lesson. A lot of people who use PowerPoint make this mistake of adding all the information onto each slide whilst leaving out pictures/diagrams to better illustrate an idea or concept. A few things to remember when creating a PowerPoint, make sure it is visually appealing, a picture does say a 1000 words and less is more when people are viewing it and trying to read it in a time-frame.

Learning Engagement Activity (Interactive PowerPoint) - Week 5

Example of Interactive PowerPoint: Interactive PowerPoint    Scroll down to Learning Engagement Activities - Week 5
Interactive PowerPoints have given a new spin on an old classic. Students are able to use this to create flash cards, field trip slide shows, autobiographical stories, interactive book reports, music class recitals, group slide shows, poetry readings and science presentations to just begin with.
Students can do a lot more then just present information.

Learning Engagement Activity (Prezi) - Week 5

Example of a Prezi: http://numeracygroup2012.wikispaces.com/E+-+Learning scroll down to Learning Engagement Activity (Prezi) - Week 5

Prezi is the new form of the PowerPoint, it is the 21st century of presentation. Students can express creativity in a 3D format, easy to use and demonstrate their understanding on a topic through an arrange of resources and ways to include information, the landscape or canvas is unlimited with only the restraints being on your computer and its capabilities. This ICT also engages students more intently then most of the other ICT's being mention from what I have found, they are in constant amazement in which understanding how it works like that and how it can 'bounce' from topic to topic making it seem interactive and enjoyed whilst learning information. Students are also able to work from this Prezi at their own pace with explicit step after step instructions allowing them to work at home ensuring results on their own. Students will also be able to see the time and effort which it must have taken in order to create this and a motivator for students can be that they can learn this ICT when presenting or for field trips and for any other means necessary. Prezi is an eccentric way of presenting information to students which pays off in the end.

Learning Engagement Activity (Glogster) - Week 5

<iframe src="http://www.glogster.com/glog/6lbhv6prhnkufjvb3070ba0" height="758" width="560" name="glogster-embed-glog" frameborder="0" scrolling="no" marginheight="0" marginwidth="0" style="overflow: hidden;"></iframe>
http://www.glogster.com/benjeh/learning-engagement-activity-glogster-week-5-labrynth-last-time/g-6lbhv6prhnkufjvb3070ba0  - example of a glogster made by myself for the purpose of this blog.


This learning device is very intriguing, especially for a first time user. Glogster provides the opportunity for students to create their 'own space' whilst working - it could be a 'facebook' page but for education. Glogster would also be interactive and engaging for student presentations, with a template to suit any purpose. It just isn't that though, it is more for the students, students can express creativity, a new and fun learning experience held by students, it is a safe and private virtual classroom monitored by teachers, it cane bring a new interest to subjects that may have been deemed boring by the student beforehand. Glogster also provides students and teachers a chance to be up-to-date with technology -being everchanging that it is. It also incorperates teamwork and collaboration amongst students to produce a glog that can cater for multiple ideas from the students and lastly it provides audio visual aspects to what is considered to be a text only topic.

Glogster though, is still restrained by not having the internet means you can not use it, also requires a computer or a piece of technology which can access the internet and lastly, ensuring that it is safe for students.


Learning Engagement Activity (Google Earth) - Week 5

One of the subjects that I find particular to teach is Geography. I felt as though this tool could help immensley with the implementation of geography in an education context. This will allow myself to also be better acquainted with the subject as well. The educational purposes in which helps kids to learn geography with use of Google earth is being able to explore with the National Geographic layer and other content finding out about the animal kingdom and endangered species. Along with that, students are also able to create annotated place markers by interpreting the maps on Google earth and then pin-pointing places of interest for example places in their town like fire and police stations, their school, parks etc, this can be all done with Google earth. As for the slightly more advanced part of geography, Google earth can help students with studying the effects of global warming and climate change along with creating tours of their school or community or even creating their own tours. If the class is more advanced, Google earth allows the students to track earthquakes in real-time as well - which is surely to engage the students interests.

As for learning managers, this program allows teachers to create a scene in geography, history, literature, astronomy and other lessons within the classroom in order to engage students, so as a teacher with poor delivery can focus on content. This program also involves students to become pro-active in a lot of Google Outreach projects. Lastly, it provides teachers with lesson plans that engage students in a real - life context by having students interact with virtual real - time data such as weather, earthquakes, elephants migrations, etc.

Example of Google earth being used: http://www.youtube.com/watch?v=3buBchSLk1U
Example of Google earth in an educational setting: http://www.youtube.com/watch?v=jQ4GqU3PKQ4
Being able to use Google earth for teachers and students: http://www.youtube.com/watch?v=4F9fVUm-rTM
Other things you can do with Google earth: http://www.youtube.com/watch?v=guwHbvM1Reg&feature=relmfu , http://www.youtube.com/watch?v=STG41Pti2-Y&feature=relmfu

Learning Engagement Activity (Voice recordings) - Week 4

This is a link to a voice recording performed by myself http://numeracygroup2012.wikispaces.com/Issues%2C+Challenges+and+Teaching+Recommendations. It has been uploaded to a Wiki site that I manage.

Learning Engagement Activity (Using web-based Podcasting)

In searching for podcasts, a lot can be said about them, I never knew how many uses for them there actually was. Podcasts could be used in order to promote great learning by:

Publish student work

Student project for assessment

Distribute school assignments

Peer teaching

Language classes

Create archive of class lectures

Interview guest experts

Create oral histories

Communicate with parents

Community outreach

Audio tours

Public safety messages

School happenings/performances

Professional development and personal learning

These are some ideas from http://podcasting-in-education.wikispaces.com/

Some other ideas could be to use it to give oral instructions whilst at home and doing school work from the computer. Instead of reverting back to visual instructions and then going back to the work, this is done entirely orally which will allow students to apply instructions directly to their work without having to revert back and forth.

An example of a web-based podcasting - university: http://www.podcast.com/Education/I-472779.htm

Engagement Task 6: Podcasting
http://www.podomatic.com/profile?public=1 This is my podcast on how it is effective to incorperate podcasting within the classroom.

Transcript:

This is a Podcast describing the benefits of Podcasting within the classroom. Podcasts is seen as an effective way of communication with students out of the classroom. Podcasts provide verbal instructions and content which can be listened to anytime, anywhere.  By podcasting, it allows for differentiation into the classroom which allows you to record a podcast and review it later or provide a student centred approach by making it more project based learning which the students are writing the scripts and acting out the podcast. Podcasting focuses on the higher levels of Bloom’s taxonomy; the main two are evaluation and synthesis and allows for creativity and innovation. It also allows students to receive information away from school if the teacher has forgotten something or if they are sick or for another reason. Students will have access of this information all the time because they have constant access to phones or computers with the internet. You can make a play out of podcasting for the students; have other teachers act out a play to create that extra ‘spin’ on work. There are all these reasons and more to why podcasting is beneficial for my students within the classroom.

Engagement Task 7: Digital Video

This is a video I made to experience videomaking. It was made through Windows Movie Maker. This provides more of an opputunity to be creative with video making as opposed to pod casting, this provides visual demonstrations or shows a series of photo's that could be for an assignment and this is used instead of powerpoint. There are many benefits to influence learning from students. Students can complete and assignment with this, listen to instructions and demonstrations also, have a interview of a guest who could not make it - like the music video shows. There are many opportunities to teach students, most can be applied through Windows Movie Maker.



Learning Engagement Activities (Week 3) - Weebly (Website)

This PMI matrix demonstrates the effectiveness of the inclusion of websites into the classroom where the benefits outweigh the disadvantages.

Positive	Minus	Interesting
All parties have had experience with a computer website of some form.	Students will need constant access to a computer depending on the work load.	Endless in terms of information being displayed onto the website
More detailed information along with relevant link in a more properly and easily understood format.	Constant monitoring of students, work is to be planned ahead of time and make sure filters are on and other controls.
Provide students work online with them being able to access it always.
It is relevant to their learning seeing as it is technologically based.
Students are exposed to many resources online both curricular and educational.
Prepare them for other aspects of life with the constant use of websites to share and collaborate
Supports the growing rate of technology being used in the classroom.
Easily to interpret by students, easy to make for teachers.

http://www.edutopia.org/classroom-web-page - ideas were taken from this website.

 
A website is seen to accomondate for all creativity styles and allows students to express in a multitude of different way with help from microsoft and other sources. A website will also allow usage from other websites such as good images or to find suitable backgrounds to customize the website. Students are able to respond to their own creativity with each task and is suitable to do so either by uploading a word document or PDF or response on the website itself is sufficient enough, depending on the tools needed by the student.