Reflective Writing: the essence of effective teaching and learning?

Welcome to my blog.  This is my reflective account of the use of technology in higher education.  By way of introduction, I'd like to offer my thoughts about the value of reflective writing in teaching and learning.  I hope you find this collection of blogs informative and entertaining.  Please feel free to add to the discussion by rating the content or leaving a comment, if you so wish.

The mastery of narrative skills in practice has oft been considered essential for professionals, particularly those in education, as well as medicine and law.  An excellent way in which to harness narrative competency is the practice of reflective writing (Bolton, 2001).  Reflective writing challenges the dominant paradigm in professional practice and training by casting aside the rational, quantitative and logical in favour of the intuitive, imaginative and, dare I say it, ruminative mode of thought.  This may sound overly simplistic, a cop out for those who do not possess the skill to command a writing style suitable for academia.  I can however, from extensive experience of reflective writing for the counselling component of my undergraduate degree assure you that this is not the case.  I would agree with Hudson Jones (2001) who alludes to reflective writing as requiring 'courage' and 'honesty'.  Such writing can take you to places you never considered, leading to refreshing insights and new ways of knowing that other forms of writing cannot emulate.

So, why is it now considered so imperative for teachers to engage with reflective writing and practice as part of professional development?  Does it really improve the teaching?  Should teachers be just that- teaching instead of spending endless hours ruminating over the delivery of a module, self-evaluating every last detail.  Is time taken reflecting better spent improving the quality of course material, tailoring the delivery to the learner group or just researching so that the teacher really does become all-knowing in the eyes of the student. I would suggest that the process of reflection, if done properly naturally does all of that.

Honest reflection can allow the teacher to recognise gaps in the learning experience faster and better than any form of re-validation or academic prose.  It's all good and well to have the knowledge to put together course content, aims and objectives.  The detailed lesson plan is seen as the holy grail of practice but what good is all that if we aren't able or willing to consider what really works when we are actually teaching? Reflective writing and therefore reflective practice bridges the gap between actual practice and the theoretical endeavour of teaching, allowing the practitioner to efficiently identify genuine concerns, issues or, conversely what really works so the next course design is more robust.  The lesson plan becomes fluid, responsive to the needs of the learner as well as capturing the strengths and challenges of the teacher, long before staid protocols and procedures identify these things.

The question was: 'Reflective writing: the essence of effective teaching and learning?'  I'd say most certainly.  

References

Bolton, G (2001).  Reflective Practice: Writing and Professional Development. London:Sage.

Hudson Jones, A (2001).  Reflective Practice: Writing and Professional Development. London:Sage

Barriers to the Effective Use of Technology in Education- The Winds of Change.

With the use of technology in education increasing exponentially, there is a real need for educators and learners to appreciate that with the integration of technology into the learning encounter, there will be barriers to its efficacious use.  According to the literature, the barriers of education technology can be split into categories, namely, student barriers and educator barriers (Joseph, 2012).  This blog will look to the academic research in an attempt to tap into some of the issues with technology in the classroom from both categories.

The educator barriers associated with technology in learning include how responsive the system is toward academic input, the availability of support should there be a technological issue, the potential impact access to online learning may have upon the attendance of the learner in class, as well as the very real issue of the digital divide.  Unlike Prensky (2001), we cannot all assume to possess the same levels of digital literacy.  That said, Lee et al., (2005) advocate the use of technology in education, pointing out that teachers would have more time to plan classes, feedback based on their work and better leading and guiding with the use of technology.  For a review of the value of mobile technology in education, take a look at my blog.

In terms of the academic literature, barriers to education technology are widely debated.  Bingimlas (2009) holds the view that change, particularly such major change may meet with some degree of resistance and thus teachers must be convinced of the benefits of the use of technology and incentivised for its adoption in the classroom. Catherall (2005) alludes to the major barrier to technology in education as stemming from a lack of motivation due to poor social and computer skill, a lack of availability of access (I've experienced that one) and a lack of contact time with the student in which to experiment.  Indeed, a major barrier from an administrative perspective is the high set up cost of implementing such equipment when usage yields little evidence in the form of proven results or credibility (Joseph, 2012).  Koller et al., (2001) point to the challenges of IT support, infrastructure and ongoing training for academic staff.

Student barriers are in some ways similar to those of the educator, with the addition of issues of individual competency, increased printing costs and the need for more self-discipline needed by students in order to stay on task.  Certainly, if one considers the price of a years undergraduate study equates to £9,000, that is very expensive time spent using social media during class as opposed to engaging with the learning.

There needs to be a consideration by both teacher and learner in terms of what can work optimally for their teaching and learning experience in a progressive way in which the future of teaching and learning can be decided collectively. Some participation from the public in the identification of the need of educators and learners to engage with technology will also assist with the acceptance of this change in the educational system (Jaffer et al., 2007).  The barriers to the effective use of technology in education may only be broken down when there is a common understanding and agreement by all stakeholders.  It will take time and significant research to validate why technology is important, but in the meantime, we can attempt to embrace the winds of change.  

References

Bingimlas, K. (2009).  'The barriers to the successful integration of ICT in teaching and learning environments: A review of the literature.' Eurasia Journal of Mathematics, Science and Technology Education, 5 (3), pp. 25-29.

Catherall, P. (2005).  'Skills exchange experience by students in the use of education technology/e-learning.' Computers and Learning, 25, pp. 78-84.

 Jaffer, S., et al. (2007). 'Using information and communication technology'. International Journal of Education and Development, 5,  pp. 190-196.

Joseph, J. (2012). 'The barriers of using education technology for optimizing the educational experience of learners.'  Procedia- Social and Behavioral Sciences, 64, pp. 427-436.

Koller, V., et al. (2001). Technology-based Teaching Strategies. New York: Social Policy Public Research Association.

Lee, M., et al. (2005). 'Examining the challenge encountered when implementing problem-based learning in middle school class room'.  International Journal of  Education and Development Using Information and Communication Technology, 3, pp. 131-142.

Prensky, M. (2001)' Digital natives, digital immigrants.'  On the Horizon, 9, 1-6.

The Value of Mobile Technology in Teaching and Learning: Opportunity or Threat?

You may have seen my previous blog in which I discussed my experience of mobile technology in teaching and learning- if not, and that is something of interest to you, you can read it by clicking here.

In this blog, I'm going to discuss mobile technology from the perspective of what the academic literature tells us about its value (or otherwise) in teaching and learning.  Whereas I have previously explored assessment and engagement applications from the perspective of the teacher and learner from a position of actual usage, here I'm going to explore mobile technology from the perspective of its implications for the training needs of lecturers, as well as whether mobile technology in the class room helps or hinders the learners.  So, more of a conceptual critique, if you like.

There can be little doubt that the way in which we acquire knowledge has undergone a radical change in the last few decades, with information and communication technology (ICT) now being the principal driver in our information society (Montrieux, 2015).   Inevitably, this has consequences for educational practice.  Indeed, several authors advocate the need to shift from a traditional classroom setting, in which learners can be seen as passive recipients of educational knowledge to an environment in which learners are active participants with precedence given to collaboration and information sharing (Figueiredo and Afonso, 2005; Pelgrum, 2001). In accordance with this technology-enhanced learning approach, a meta-analysis of over 800 studies relating to achievement involving the use of computers in the classroom conducted by Hattie (2013) concluded that ICT is used effectively in education when educators are given adequate pre-training in the use of computers as teaching and learning tools; when there is a diversity of teaching strategies; when there are multiple opportunities for learning, and finally, when peer learning and feedback is optimised. In a nutshell, in order to integrate ICT into a classroom environment, teaching and learning strategies must be appropriately adapted, and the role of the teacher redefined.  As an aside, some of the technology recently integrated into my faculty has led the existing lecturers to refer to themselves as 'facilitators of knowledge', rather than teachers.  Interesting. 

It is unclear thus far whether the use of technology in education improves learning practices, as research in this area is relatively sparse (Corrin et al., 2010) however, studies examining the impact of tablet devices on learning indicates that such devices potentially support students by offering a way in which they may construct and share information in stimulating environments (Vogel and Klassen, 2001).  In addition, recent research suggests that the use of tablet devices promotes meaningful learning experiences and impacts positively upon student motivation (Melhuish and Falloon, 2010). That said, it may be possible that the 'novelty' of using such devices may be fueling such change as opposed to the technology itself.  This is a fruitful area for further research.     

It would be short-sighted not to address the very obvious concerns of educators when it comes to the use of mobile technology in the classroom and the potential for distraction of the student.  This can be an emotive topic on both the part of the lecturer and the student, with both sides making valid points.  If we are to introduce ICT into the learning encounter, an outright ban on mobile devices is not possible, however, how can we tell if the student is 'checking out' to 'check in' on social media during class? (Flanagan, 2014).  My guess is that effective classroom management and the promotion of student engagement is important here.  We simply cannot expect to eliminate every distraction during lecture time, this is simply impractical, however the risks can be minimised somewhat by simply ensuring mobile devices used for learning don't allow access to social media sites. The use of hands on activities for which the students are held accountable for by the end of class is another way keeping the student 'on task' as well as promoting direct engagement.  Two birds with one stone, you might argue.

In conclusion, as teachers and as students we need to acknowledge the fact that technology is going to change the teaching and learning experience, whether that be for better or worse.  For my part, I welcome the introduction of innovative methods of teaching using technology; however I also appreciate that there are positives and negatives to this (much like anything else).  As educators, we need to embrace ICT in andragogy and ensure that we engage with continuing professional development, as getting left behind in this fast-paced world of ICT simply isn't an option for us as educators.  

References 

Corrin, L.,  Bennett. S., and  Lockyer L. (2010).  'Digital natives: Everyday life versus academic study'. In Proceedings of the Seventh International Conference on Networked Learning, pp. 643–650.

Figueiredo, A.D., and  Afonso, A.P. (2005).  Context and Learning: A Philosophical Approach. Hershey, PA: Idea Group.

Flanaghan, M. (2014).  'The classroom as an arcade.'   https://www.insidehighered.com/views/2014/06/06/technology-classroom-distraction. (Accessed 30 January 2016).    

Hattie, J. (2013).  Visible learning: A synthesis of over 800 Meta-Analyses Relating to Achievement. NY: Routledge.

Melhuish, K and Falloon, G. (2010).   'Looking to the future: M-learning with the iPad.' Computers in New Zealand Schools: Learning, Leading, Technology, 22(3), pp. 1–16.

Montrieux, H., et al. (2014). 'Mobile learning in secondary education: teachers’ and students' perceptions and acceptance of tablet computers.' International Journal of Mobile and Blended Learning, 6 (2), pp. 26–40.

Pelgrum, W. (2001). ' Obstacles to the integration of ICT in education: results from a worldwide educational assessment'. Computers & Education,37(2), pp. 163–78.

Vogel, D., and  Klassen, J. (2001).  'Technology-supported learning: status, issues and trends'. Journal of Computer Assisted Learning, 17(1),  pp. 104–11

Two Ways Technology has Changed the Way We Learn....

Because of the way in which technology is advancing (at break neck speed, some may argue), it follows that the way in which we learn has also gone through some pretty extensive upheaval.  There are a multitude of ways in which this change has occurred, but, for the purpose of clarity, I'm going to keep this blog post to an exploration of two I feel are particularly relevant.

First, lets take a look at the shift from individual to collaborative learning. By collaborative learning, I'm referring to the situation whereby two or more people attempt to learn something together. Indeed, collaborative learning is arguably the process in which students partake in 'active learning' the most, with collaboration encouraging things like problem-based thinking, reflection and discussion, to name but a few.  Thanks to technology, collaboration is no longer considered a fortuitous 'add on', something we can do if and when conditions allow but rather there is now a whole host of tools that facilitate and stimulate communication such as social media or instant messaging applications.  Looking to the literature, a recent study undertaken by Tabatabaei and Lam (2013) in which students' awareness and use of collaboration and communication technologies (CCTs) was examined, the authors concluded that CCTs were underused and further, that academic personnel cannot simply assume that learners are aware of such applications and as such need to actively introduce and teach such technologies.  This is food for thought and something I plan to mention during my next faculty meeting.  Is there scope for us to offer some form of CCT training for our students?

In order to start the ball rolling, I  asked one of my learner groups how they go about collaborating with each other.  I was impressed when they told me that they use Facebook as a means for imparting and discussing course information, Dropbox for sharing books and other relevant media as well as Evernote for the distribution of notes for those who may have missed class. I'm the first to admit that I have often viewed technology as a barrier to genuine interaction, a loss of the 'human touch', if you will but this has made me rethink that perspective. Could it be that such applications are in actual fact not only supporting cognitive development but also socio-emotional processes by allowing students to get to know each other, commit to social relationships and underpinning the group dynamics the counsellors and psychologists among us recognise as being key to mental well-being? That certainly seems to be the case for some of my learners!

In the interest of balance, previous research conducted by Kreijns et al., (2003) concluded that social interaction in computer-supported collaborative learning environments is beset with huge pitfalls due to the lack of social-psychological dimension of this interaction (human contact, for the rest of us).   That said, this research is now reasonably dated and thus it would be interesting to see some contemporary research exploring this phenomenon.  I suspect there may emerge a more positive picture of the benefits of on-line collaboration.

Second, I'd like to talk about what is in my opinion, the most positive shift brought about by technology, that being the shift from passive (or teacher-centered) to active (or student-centered) learning.  It is becoming increasingly more apparent that learners are no longer content to be passive 'receptors' of knowledge, taking notes or listening to lecturers talk for hours on end.  They are beginning to have a different set of expectations when it comes to education, they want to actively participate, debate, challenge and maintain a sense of control over lectures and seminars.  Moreover, the literature in the field of education is beginning to devise models in support of this radical change, such as the learner-centered learning model postulated by Keengwe et al., (2009).  As someone who comes from the 'old-school' whereby lecturers impart large swathes of information at the front of the lecture hall which you are required to take down in note form and then afterward somehow make sense of (after two hours of Biological Psychology, handwriting is a mere scrawl) this change, whilst requiring a certain amount of flexibility on the part of the academic staff is becoming far and away the most effective way of facilitating learning I've recently experienced.  Gone are the yawns, the sleeping student at the back of the lecture hall; students involved in the sessions I've given using iPads and the various applications therein are definitely more engaged.  I'd go as far as to say the whole classroom dynamic has changed.  Whether this will translate to more successful learning outcomes for the students remains to be seen but from what I have observed so far, the future's bright- the future's technology.

References

Kreijins, K., et al. (2003).  'Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: A review of the research.  Computers in Human Behavior, 19, pp. 335-353.

Keengwe, J., et al. (2009). 'Technology and student learning: toward a learner-centered teaching model.'  AACE Journal, 17 (1), pp. 11-22.

Tabatabaei, M., and Lam., M. (2013).  Awareness and usage of collaboration and communication technologies in student teamwork.  Journal of International Technology and Information Management, 22, pp. 71-111.  

IT to Support Teaching: My Limited but Positive Experience

It's a fortuitous time to be writing this blog, as I've just managed to get my first experience of using technology in a teaching encounter.  Of course I've used technology in the preparation of my teaching materials etc, and I've discussed that extensively in my blog evaluating Microsoft applications.

Recently, I used Socrative as an assessment tool for a group of learners.  Following on from a lecture and during seminar time, I compiled a questionnaire in order to glean how well the lecture content had been assimilated by the learner.  I found using Socrative extremely straightforward and the fact that it allows you to ask questions in a variety of different ways (multiple choice/true false/short answer) enables me to both assess understanding in different ways as well as keeping the learner 'on their toes' so to speak.  The receipt of 'live' feedback as to how the learner is doing both individually as well as a cohort is also very useful from the perspective of being able to feedback to the learner immediately, address any significant gaps in the knowledge as well as tailor content depending upon the assessment moving forward.

The students all reported finding this method engaging and helpful and, I'm in agreement with King et al., (2015) in the feeling that technology can give both teachers and students great resources, new opportunities for learning, as well as ways to collaborate and create. Technology then, can be a very powerful tool for education.  The only downside I could see was the potential for the student to go off track, however, the reporting of the results at the end of class and the ensuing discussion took care of that.  I brought an element of competition in to motivate the students to strive do well and this worked beautifully, with the right level of friendly banter ensuing giving the atmosphere a real lift. As overcoming student apathy can be a real challenge for lecturers (Shanahan et al., 2006) this will be a method I intend to utilise in the future.

So onward and upward for my own personal IT revolution.  During the coming months, I plan to build Padlet and Nearpod into my teaching and it is hoped this will be mutually beneficial for myself and my learners.  Watch this space for an update!

References

King, E., et al. (2015).  'Exploring the impact of a flexible technology-enhanced teaching space on pedagogy.'  Innovations in Education and Teaching International, 52, pp. 532-535.


Shanahan, K. Hermans, C. and Haytko, D. (2006). 'Overcoming apathy and classroom disconnect in marketing courses: Employing karaoke jeopardy as a content retention tool. Marketing Education Review, 16(1), pp. 85-90.

Mobile Technology- A Whole New World?

During our recent ICT module, I was introduced to some of the wonders of mobile technology which can be used in teaching and learning, the likes of which have come as a breath of fresh air to me. When I was studying for my undergraduate degree, I didn't have any experience of some of the very effective assessment and engagement applications which would have been of significant benefit to my learning, as well as that of my peers.  This is probably due to my faculty (like many others the country over) still being very much in the era of the traditional lecture and seminar structure, although I'm glad to say, that is beginning to change.

Since my introduction to these little gems, I unfortunately haven't been able to make use of many of them due to the sparsity of equipment contained in the rooms which had been pre-booked (before my placement began), but I have used internet detectives with my students as well as 'Mind Reader Dave'. Both flag up the very real dangers of internet use and as such, were perfect for my learners at that point of their academic journey.  Nonetheless, as my teaching moves forward, I plan to use each and every one of the applications I'm about to review, this being possible due to a significant amount of new technology being introduced into the faculty in which I teach.  Indeed, I have been asked by one of the Programme Directors to hold a training session with the other staff so we may all begin to use these amazing innovations.  As I haven't yet used them with my students, I'm going to evaluate the application and offer forth some suggestions as to how they may be used for teaching and learning.

First, lets take a look at applications useful for assessment, these being Socrative, Kahoot and Near Pod .  So, Socrative.  This is a real-time assessment and student feedback tool that can be used on smart phones, tablets, desk top computers and laptops and allows us to gauge as lecturers whether the student has really grasped the concepts taught in the moment.  I can pose a question to the cohort through the software and they may respond, or they may also use it to provide me with near instant feedback on content or anything else that may be appropriate.  This is particularly beneficial for us as teachers as it allows us to respond to gaps in knowledge straight away adding to both the teaching and learning experience.  Socrative is free to use for both student and faculty and I think it can and will be a prominent tool used in the enhancement of the educational experience moving forward- I certainly look forward to using this for the benefit of my students. Take a look at Socrative, you'll be glad you did!

Kahoot is a game based classroom response system intended to test the knowledge and learning of the students.  It differs from Socrative in that it allows the student to research a topic and create and present a quiz in which they may test other learners in the cohort- this idea is fantastic in the sense that learners engage with and learn from each other, in a novel and creative way.  It's almost like they get duped into doing the work for themselves!  I found that it lacked the professional image in comparison to Socrative but nonetheless, it certainly has a place in the learning experience.  I envisage that I may use this toward the end of a module to 'firm up' the learning that has taken place. If you wish to learn more about Kahoot, click here

On to Nearpod.  This is a presentation and assessment tool that I perceive as having amazing benefits in the classroom.  If you're looking to come away from the teacher at the front of the class using presentation software to a more connected (well, digitally) to the student approach, this is for you. A presentation can be created within Nearpod, and then the student uses a digital code to enter the 'class'.  In this way, you may be in amongst the student whilst presenting, as well as being able to decide in real time which parts of the presentation you may like them to see.  This allows for a more interactive experience in that you may decide when and how the content is delivered as per the engagement and understanding of the learner (you can skip through parts of the presentation if necessary or use additional content depending upon the situation).  Nearpod also has a live and formative assessment tool, so quizzes can be inserted into the presentation and thus the lecturer may access the assessment data 'on the fly'. Indeed, when the learner is engaged in the assessment, a good idea of the cohorts' overall understanding can be gained immediately. Just like Socrative and Kahoot, it can be accessed free online and is a firm contender for the replacement of Powerpoint when the resources allow. Click here to find out more about Nearpod.

On to the engagement application: Padlet.  This is an online interactive whiteboard, collaboration, presentation and lesson management system which offers considerable opportunities for teaching and learning.  I'm going to evaluate it from an engagement perspective.  Many educators find it useful in gleaning the students understanding of the lesson plenary, allowing them to ask questions via the interactive board they may not otherwise verbalise.  In any case, it allows students to post up comments as the lesson is taking place which I'm guessing may be a blessing or a curse, depending upon the behaviour of the learners!.  Free to use, like the others, Padlet allows learner engagement on a level over and above that of the interactive whiteboard, as this may be constructed from their own device.  In a subject area such as Counselling, in which the feelings and emotions of the individual is of significant import, I plan to use Padlet to gauge the thoughts of students in response to specific case studies.  The thoughts and feelings posted may then give rise to a whole group discussion.  

Look out for my future blogs on mobile technology and how it worked (or otherwise) with my students!

    

Microsoft Applications- The Marmite of IT

Love them or hate them, there is no escape- Microsoft applications such as Word, Powerpoint, Outlook and Excel are deeply embedded in our technology culture.  That's not to say they aren't useful- they certainly are, but for those of us who have suffered 'death by Powerpoint' in an educational or work setting or grappled with Excel formulas, it can sometimes feel as though the monopoly on such applications enjoyed by Microsoft is a conspiracy to drive one to the brink of insanity!  Anyway, in this blog, I'm going to review these applications from my own personal experience (no more complaining, I promise) and attempt to offer forth suggestions as to how these applications may help to assist with teaching and learning.

So, lets start with Word.   According to Kyriacou (2014), Microsoft Word is an essential tool in today's digital age.  Given that it can be utilised for both complex business requirements as well as day to day purposes, basic proficiency in Word is a must for everyone from the active retiree, to the student, to the high flying executive.

My own experience with Word comes from my work environment, given that this programme is a mainstay of administration and so forth and thus I have a fairly reasonable knowledge of how it works and what it can offer in terms of word processing.  It is certainly true that the difference between a Microsoft Office beginner and advanced user is mainly to do with knowing how to use the individual applications, and knowing how to use them well.  I gauge myself at an intermediate level when it comes to Word, and I'll qualify that statement by using the following example.  I used Word, much like my peers to complete my undergraduate assignments like essays and reports with relative ease. I knew how to change the font style and size, how to embolden where necessary, and how to insert page numbers (top right of page, in line with most academic requirements).  So, no problem there.  It was only when I came to my dissertation that the massive gaps in my knowledge began to show- typically as a time where I was especially fraught and not really open to learning new IT tricks.    The dissertation requires presentation in a certain format, namely, with a front cover, (with no page number) a table of contents, page numbers in lowercase roman numerals up to the abstract, and then the numbering switches to Arabic numbering from there on in.  Sensibly, I left this until last in order to achieve optimum page numbering but, not as sensibly, attempting to figure out how this can be achieved using Word an hour before the thesis was due at the printers was NOT a good idea.  After much frustration, and admittedly, close to tears, I found a really useful guide on the internet and the day (or at least the dissertation) was saved.  I'm not going to bore you with the details here, but if you are in a similar state of panic, click here for some useful tips.

The other disaster with Word and the dissertation was the 'Table of Contents'.  Whoever designed that particular piece of hell needs to have a word with themselves.  Really, it's a fantastic concept- the document being able to automatically update the contents page when things are added etc but this whole 'Heading 1', 'Heading 2' business makes it quite possibly the most frustrating thing to use next to self-service check outs at Sainsburys (don't get me started).  I openly admit I didn't get to grips with it in time for the thesis submission (a dear friend did it for me) but you'll be pleased to hear I now have a handle on the table of contents application so it can no longer confound me.  Should you also wish to defeat the sadist who designed this function, try clicking here for the guide.

I promised not to complain, didn't I?  Oops.   Since embarking upon my Postgraduate studies, I have become increasingly efficient with Word, and thanks to our ICT module, I've learnt to use a whole host of other nifty tools within the application which will undoubtedly help with my teaching, in terms of administration (the formulation of handout for students etc) as well as with my own assignments.  Here is one I particularly like: Track Change. This is an amazing feature if you're regularly editing documents, or in my case, editing documents sent to you by students.   This tool enables the student to see what amendments you have made and then either 'accept' or 'reject' the change.  You can also 'add comments' enabling you to impart the necessary information to the student simply and quickly, and, perhaps most importantly, at the pertinent section of the text.  Much easier than my old system of adding my amendments in red and attempting to signpost where the changes are in the document by way of cryptic clues....

Next, lets look at Powerpoint.  I love it!  It's a great tool for presenting and a firm friend of the lecture theatre as far as I'm concerned.  I'm semi -advanced in terms of usage here- honestly, I can embed videos and hyperlinks, allowing me to play Youtube videos and link back to slides previously discussed during lectures in order to drive home pertinent points.  Take a look at this 'think outside the slide'website for inspiration on how to maximise your presentations: Click here for Powerpoint inspiration. 
That said, Powerpoint can become a bit boring for conference audiences and students alike and this is where Prezi and Haiku can be used as an interesting alternative.  Indeed, I'll be blogging about these later- don't forget to tune back in!

On to Outlook.  Hailed as the 'new way to organise communication', it certainly has lots to offer in terms of functionality.  As well as operating as an email account, Outlook allows access to OneDrive, enabling the user to share videos, photos or documents straight from the inbox without attaching anything!.
In addition, Outlook gives users online access to other Microsoft applications such as Excel, Word, and Powerpoint, making it incredibly useful for those who need to use these things 'on the go'.
 I would imagine this may be of  particular use to teachers operating across multiple sites. It is most definitely proving very useful for my own study and teaching requirements, and I hope to learn lots more about its functionality over time.


Last, but by no means least, lets review Excel.  Excel seems to be one of those things that, if you don't regularly use it, you lose the ability to use the functions to their optimal capacity.  I know this as someone who has been sent on several work-related Excel courses, has learnt some amazing things, but due to lack of use often can't remember any of them.  Going back to my dissertation, I used Excel to empirically test my experimental participants in their proficiency with technology.  The 'pivot table' function appears to have bypassed all of us and so it was ideal for use as something none of the participants had prior knowledge or experience of.  It was incredibly interesting to observe that despite an individuals' age (according to Prensky (2001) anyone born after 1980 should be technologically savvy) or experience, all struggled with this function (Bowen and Hutchings, in press).

Back to the plot.... Excel is, well excellent for anything that requires counting, mathematics and record keeping in general.  One of the many specific benefits to the field of teaching is the ability to prepare grades from marks, using the IF logical operator in an Excel spreadsheet.  This allows you to organise data into grades extremely efficiently by using basically telling Excel that IF a student has > (greater than) say, 60, that would equate to a 2:1 (using HE as an example) and so on.  A straightforward guide to doing this can be found here.

Of course, Excel also offers empowerment to teachers in terms of allowing us to analyse large amounts of data, spotting peaks and troughs, allowing us to flag up areas of concern as well as observe the success of a particular learning experience etc.  In addition, we may share these worksheets with colleagues and other interested bodies and in doing so, we encourage collaboration for the benefit of the individual student.  


So, Microsoft Office- love it or hate it, we could all do with knowing how to use it. So, here endeth a very long, but, I think, very useful blog post.  I hope you agree!

References

Bowen, L., and Hutchings, P.B.(In press).Digital Natives vs Digital Immigrants.  Poles Apart?

Kyriacou, C. (2014).  10 Reasons You Should Be using Microsoft Word. http://www.skilledup.com/articles/10-reasons-using-microsoft-word.  (Accessed 21 January 2016).   

Prensky, M.  (2001). 'Digital natives, digital immigrants'. On the Horizon, 9, pp. 1-6.