Assignment 1: Reflection 5, Week 6.

Half way through term already! Its hard to get my head around how fast this term is going. Its also unbelievable how much work we have pushed through and how our learning journeys have progressed in this time. The volume of information and the scope of learning has been immense and almost surreal. In light of this, and in preparation of the upcoming synopsis component of assignment 1, I decided to make a simplistic timeline of the ICT component of my learning journey to assist with reflection. This time line can be seen here:-

http://www.dipity.com/Phantom21/ICT-LEARNING-JOURNEY/  (Hogan, D. 2014)

Another motivating factor to choose a time line for my ICT tool for this blog post is directly related to my two teaching areas. My two areas of interest are Math and History. Both of these subject areas are able to gain great value from an ICT tool like this. I remember hand drawn time lines for history and number lines for math from primary school all the way through my undergraduate degree. An interactive, digital time line tool like the one I have used, which is offered by Dipity, has changed the way I think about time lines (dipidy.com, 2011). It is potentially fluid, it is able to be updated, edited and embedded with in other ICT tools that are already in our tool box like blogs and web pages. 

Another outstanding feature of this tool, at least the Dipidy version of the tool, is the ability to embed other digital products into the time line easily. Pictures directly from the web URL, Video directly from You Tube and hyperlinks. It is quick and easy to use which is a great benefit from the perspective of time poor teachers. Being easy it is likely to appeal to many as a viable tool but also being so fast and simple to create and embed makes it a great interactive solution when short on time. It can be a stand alone product or it can be used to enhance the delivery of other digital content in much the same way that the revamped power point product can. 

Dipidy have created their product with a holistic multi media approach. The time line is designed to interact with digital products on many levels. As mentioned earlier, it can incorporate many other digital technological tools into the creation of the time line which is being produced, and it can also be embedded into a multitude of delivery platforms. It can even be embedded into a tool that is then embedded into an additional tool for delivery of the chosen content.  It is a truly interactive digital product. 

You can do so much more with this product than a traditional paper and pencil time line ever could. You can now employ time lines where it was previously inconceivable to do so.

The interactivity levels of the product allow other digital media to be embedded in the time line and the time line to be embedded in other digital products.

This can directly substitute for a written time line and the options exist for varied degrees of functionality and improvements to whatever level is desired. 

This can directly substitute for a written timeline.

The Time line tool from Dipidy is able to be utilised at all levels covered by the SAMR model. It is a completely versatile digital tool to replace, enhance and evolve the traditional paper and pencil time lines of the past. The digital compatibility with other ICT tools is a bonus worth its weight in gold for ease of use, interaction and for maximising its effectiveness as a teaching tool. 

References

Dipidy, 2011. http://www.dipity.com . Viewed online 6th of April, 2014.

Hogan, D. 2014. Outline of the Journey Through ICT for GDLT. www.dipidy.com.

http://www.dipity.com/Phantom21/ICT-LEARNING-JOURNEY/

Puentedura, R. SAMR Model Diagram, Viewed April 6th, 2014. http://www.schrockguide.net/samr.html