E learning is the use of electronic media, information and communication technology in education. E learning can include many forms of technologies, for example, weebly, glogster, wiki spaces, blogs and web sites.
Looking at how technology has advanced in the last ten years and become an integral part of our lives, it is little wonder that e learning is so important. From telephones to skype, letter writing to email, newspapers to websites. As educators we need to be aware of changes. ICT Competency for Teachers (2008, p. 1) states that “being prepared to use technology and knowing how that technology supports student learning have become integral skills in every teachers professional repertoire.”
Technological developments according to Smith et al (2007) “have affected every aspect of home and the workplace” and that “two decades of census data reveal Australia’s job growth area is the office.” With this in mind it is any wonder that e learning is the new black!
As a society being able to embrace technology in our learning opens up many doors for our learners. We know our current school model was developed to meet the industrial paradigm of the nineteenth century. By changing this model to include e learning, we can support children in becoming familiar with networked knowledge. Being able to learn in new ways such as creating a prezi, writing a blog, watching you tube, pod casting a language exercise. The possibilities are endless.
We know that e learning works in our society. Just by looking around...How many kids are carrying mobile phones? They are using skills to access internet, texting friends or making a call; learning as they go. Within our school environment I can see students engaged in learning while writing a letter on the First Fleet on a laptop, being able to imagine and create. Preps using an IWB to write sight words, Year Twos taking photos of school wetlands on their Pad and making a slideshow. Or Year Sevens making a glogster on their year’s achievements. E learning not only helps students learn new skills, but supports the prior knowledge they have already.
In my reflective synopsis I will reflect on what I have learnt about my chosen e tools. The theories behind these tools and how I have connected my experience to these same theories.
A WIKI:
I liked the way our learning materials described a wiki as “a never ending sheet of online butcher’s paper.” I found a wiki quick to use and it appealed to my visual learning style. I was able to embed video about an alphabet song. A strategy that would be great to use in Prep supporting cognitive skills. Click here to view my wiki.
I also found it interesting to look at other wikis from our class. I laughed at Jacqueline's wiki. It reminded me that we are learning new skills that can be time consuming, but we need some humour in there as well!
I like the way a wiki page can be edited by multiple authors. In the classroom situation this would support group learning with everyone having input. Using Blooms Digital Taxonomy, higher order thinking would be supported through producing, planning and designing a wiki for example.
Our group mobile phone wiki was an interesting exercise. So many varied opinions, all equally justified. Then all being able to take something away from it.
Learning is about sharing information. Wearing De Bono s white hat which calls for information known or needed, sits nicely here in terms of a wiki. Students can share information, knowledge, experiences and ideas; making wiki a great tool to support learning.
GROUP 1 TOOL: BLOG
A blog is a read/write tool. That is it allows for information upload, collaboration and communication. In saying that, a blog is maintained by one person with regular entries. I really enjoyed creating and posting on my blog. I thought it clever to post our reflections each week. I could see how much I had improved; track my learning journey and how my thoughts had changed.
Mishra and Koehler (2006, p. 1023) states “When using technology in a classroom, a teacher will transform subject matter for teaching, find ways to represent it and make it accessible for learners” Gathering information in a brainstorm, researching on the net, then presenting on a blog with a created presentation attached. This will help engage students through hands on learning. I look forward to my class creating their own blog one day. Keeping track of their learning journey as their IT skills develop. Using the thinking routine of PMI on a blog would help support higher order analysis of using a blog as a learning tool.
Learning through a blog supports the theory of Connectivism. The networked nature of learning with computers helps fine motor skills as children type. Cognitive skills are used as information is processed.
Teachers need to be aware of copyright when putting content online. Parental consent must be given to publish student pictures online. Also conflict of interest, breach of privacy and ineffective resource use must be understood. These guide lines along with duty of care would be found in the schools ICT policy.
GROUP 2 TOOL: IMAGES
I really enjoyed learning about using digital images. It was probably my favorite tool as I love photos. The mobaphoto program is a great tool. A picture can tell a story without words. See my blog for one of my favorite pictures. Start the cognitive thinking process as the sensory memory begins to filter information. An image is able to illustrate a concept and show examples. Facilitating learning through use of substantive conversations. Encouraging higher order thinking from viewing images. Images are able to “hook” students into inquiry and further research. Using a thinking routine such as PMI would help support high level analysis of using images in learning.
Showing a class an image will give you different responses. Encouraging creative thinking as students generate new ways of viewing a situation, outside the boundaries of standard conventions. As a teacher I would be very happy with this outcome.
Safety regarding images is a concern. Technology has evolved quickly and unscrupulous users find ways to access illegal content. Students must be educated about what images they can access and publish on the internet.
GROUP 3 TOOL: POWERPOINT
Using power points in learning has come a long way since we all suffered ‘death by powerpoint’! It is a fabulous twenty first century multimodal tool for teachers and students. Its embedded audio and video qualities appeal to the current generation of learners. Supporting higher order thinking as they manipulate ideas and information into meaningful learning activities. Encouraging visual learners to play with format settings as they learn. De Bonos hats apply here. Wearing a green hat as you focus on creativity and new ideas. Ideas for using a powerpoint may include interactive quizzes, creating a drag and drop activity for brainstorming or visual sight cards. Then using a PMI routine to support high level analysis as I have done on my blog. In our learning materials there was a great game called “Mouse Mischief.” Wouldn't preps have fun with that! Learning while encouraging fine motor and cognitive skills.
Working safely online must be foremost. Students should be aware of cyber bullying and legal issues with internet use. Appropriate use and referencing of suitable information from websites must be adhered to.
GROUP 4 TOOL: MOBILE DEVICES
In my first semester as a BLM student, I have been told on finishing I will be workplace ready with a futures orientation. I will be able to follow a set of pedagogic capabilities that recognise our world is continually changing. Considering this, I think mobile devices are an extremely important learning tool. Reading the Horizon Report K-12 (2011) I found mobile devices are one of the technologies to watch as they enter mainstream education. Fast forward to 2013 and we know this to be true.
Mobile devices allow us to access information, social networks, and tools for learning and productivity as well as custom apps. This technology is effectively specialized computers in the palm of your hand.
This means learning possibilities are endless. Taking photos on an I Pad of a class field trip and creating custom cards to show the class. Using as an e reader or learning tasks being sent by the teacher to the student. This form of technology is way beyond anything that has already been. Using a SWOT thinking routine to support high level analysis to support mobile devices for learning.
The Connectivism theory is well supported here in learning for the digital age. Constructivism also in that learning can be carried out with social interaction and scaffolded by the teacher.
In searching Langwiches blog,I found a chart with Blooms Taxonomy for I Pads made from apps. It was good food for thought. A real possibility is paperless classrooms. See my blog for this video
As always safe use of these tools must be adhered to. Staff needs to be aware of what is being downloaded or uploaded on these technologies.
I found a web page who aims to ‘deliver ongoing support needed to collectively drive our digital economy forward.” The Connectivism theory is well and truly supported as our digital age economy grows.
CONCLUSION:
Looking at the tools I have learnt about, students will have every opportunity to explore new ways of learning. Thinking about Siemens theory, I will be able to support learning in a valid way that is appropriate to today’s learner. Being able to scaffold learning through face to face as well as online learning. Aiming for higher order thinking as students explore and investigate. Also using individual, cooperative and collaborative learning to help achieve learning outcomes. Embracing the TPACK theory of using technology in a pedagogically sound way for learning specific content.
I have learnt so much about technology and how I deal with it. It was helpful to do an analysis on each tool to decide what would work better in that particular situation. I also need to remember sometimes technology fails and I need a plan B! Digital literacy is less about the tools and more about the thinking behind it. At the start of this course, I thought in the reverse!
The significance of my ideas means I can offer my students an alternative means to learn. With my knowledge and their enthusiasm we can create worthwhile learning experiences. As a learning manager, it’s going to be a joy and privilege to do this.
REFERENCES:
Appendix; Blogs Weeks 1-6 see http://mumontherun2.blogspot.com.au/
DeBono, E (2002). Lateral Thinking & Six Thinking Hats: The Six Value Medals, The Essential Tools For Success In The 21st Century. London: Vermillion Random House Publishing.
Fasso, W (2013) Readings: Group 1, 2, 3, and 4 Technologies. CQUniversity Australia.
Mishra, P and Koehler, M (2006). Technological Pedagogical Content Knowledge: A Framework For Teacher Knowledge. (pp. 1023). Michigan State University: USA.
Smith, R. Lynch, D and Allen Knight, B (2007). Learning Management: Transitioning Teachers For National And International Change. (pp. 9-20). Frenchs Forest: Pearson Education Australia.
UNESCO (2008) ICT Competency Standards For Teachers. (pp. 1). United Kingdom.
http://education.qld.gov.au/web/schools/riskman.html
http://industryinternetassociation.net.au/objectives.html
http://netalert.com.au
http://smartcopying.edu.au/scw/go/pid/946
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