Reflective synopsis
We are the future educators of a generation that has grown up with access to rapidly evolving technologies; therefore we need to develop a high quality pedagogical approach that will connect with the primary discourse of learners of the 21st century (Gee, 1996). Prensky (2005) suggests that this generation of learners may become disengaged in current learning environments if educators do not speak in the language that makes sense to them. Outside of the classroom environment (as in their home lives), such students are engaged in the social technologies of a digital age, hence the statement of ‘engage or enrage’. This suggests that as future educators or ‘digital immigrants’ we need to adapt our current materials and pedagogy utilising technology to enhance the learning of our ‘digital native students’ in order for success in wider school communities (Prensky, 2001).
What is e learning? How will we do this?
Mangal & Mangal (2009, p.765) suggests that e learning is learning that is facilitated or supported by the incorporation of ICT’s. The transition of a digital pedagogy is taking place at a rapid rate. A framework that supports the connectivist’s approach to knowledge is the Technological Pedagogical Content Knowledge (TPACK) framework (as cited, Mishra & Koehler (2006). TPACK is made up of three multifaceted bodies of knowledge, whereby the connection of knowledge collectively in operation form Technological Pedagogical Content Knowledge. This framework will transform learning through e learning by scaffolding technology integration, whereby educators can expertly model how to carry out interactions with information and communications technology (ICT) in a legal, safe and ethical manner (Mishra & Koehler, 2006).
Wikis and De Bono’s Six Thinking Hats
Wikis provide opportunities for participants to engage in an online collaborative environment. Contributions to the mobile phone wiki allowed participants to provoke the advanced fundamentals of blooms (1956) higher order thinking skills of analysis and evaluation.
Multiple perspectives were presented through the use of a framework for thinking that is De Bono's six thinking hats (1985). The six hats correspond to six styles of thinking that when exercised in the wiki projected a knowledge and understanding journey of a detailed thinking process from the individual/cohort.
This delivery of content encouraged participation due to the opportunity for students to decide upon a thinking style that they were most comfortable with. The learning in this exercise was developed via social interactions within a network therefore participants were able to experience the essential components of connectivism and social constructivism (Vygotsky, 1978 as cited in McInerney & McInerney, 2006).
Group one tool: Wikispace
Web spaces refer to online tools such as blogs, websites and wikispaces. To delve further, Wikispaces are an online tool that supports group work through opportunities to collaboratively communicate in the creation of a product. Marzano and Pickering (1997) highlight that through structured group work learners feel acceptance by peers in turn rendering positive attitudes and perceptions. On the other hand, this tool is exposed to threats of teasing and inappropriate behaviors therefore consistent attention would be required in order to monitor the students’ use of the wiki. Such guidance can be likened to the monitoring of social play in the playground and is vital for the development of autonomous 21st century learners.
At a relatively basic level wikis can be used in the classroom to facilitate collaborative learning through the use of exemplars of work samples, forums, assessments, homework as well as a communication tool to the wider school community. There exists however, many other creative ways to use wikispaces in the classroom. To view some extensive and creative ways wikis are used in the classroom visit 'How we use wikis in class'.
Group two tool: iMovie
Group two tools involved the exploration of multimedia tools. Multimedia tools have made 21st century classrooms their place of residence with the core role to engage and enhance student learning. These tools can be manipulated to encompass visual and audio components that can be used in many classroom contexts such as to express, create, revitalize content and reflection just to name a few. My favorite multimedia tool was creating a digital audio tool known as Voki that I can see being used in future teaching practice. I intend to explore further iMovie as when using this tool I experienced anxiety, which I feel I can overcome with more practice. iMovie is a digital audio and video tool that is easy to navigate and can include files from a range of sources. In future practice I would use iMovie to enhance learning through the creation of high quality video reports on completed or yet to be completed assessments. For example iMovie could be used to present a personal video story as I have done here.
Group three tool: PowerPoint
Presentation tools are an effective instrument in supporting teachers and students in the delivery and organization of classroom tasks. Through my examinations of these tools I experienced difficulty as to the advanced level of technological knowledge however PowerPoint is a tool that I feel competent using. PowerPoint is a tool that I have and will continue to use to scaffold the learning journey as it can enhance the classroom in many ways. I have included a basic PowerPoint presentation that I have used in a recent assessment however PowerPoint presentations can be created to incorporate interactive aspects. These aspects of the presentation program then support the constructivist approach whereby learning occurs through active participation through social interactions with peers. In addition, the presentation promotes collaboration whereby ideas are share and constructed within learning environments (Finkelstein & Samsono, 2008 p. 9).
Group four tool: Learning object
The fourth group of tools contains a wide variety of technologies. Through exploring these tools the one that I found most beneficial for future use is a bank of interactive multimedia resources that cater for all key learning areas (KLA’s) on The Learning Federation website. The resource chosen is a scatterplot learning object presented in digital format. This interactive learning object acts as the facilitator of the development of learners’ technological literacies through the impact that the technology has on the learner’s literacy capabilities (Selfe, 1999). In particular I explored a student centered mathematical learning object that explores scatter plots. This learning object builds the learners declarative knowledge in a heavily scaffolded, step by step manner to increase their content knowledge. In a classroom I would use this particular learning object as a student centered investigation that acted as a consolidation of scatter plots.
When using ICT’s in an educational environment Learning Managers must first spend time to be educated what a safe ICT learning environment involves. This is done so Learning Managers and learners can practice and model to learners safe, legal and ethical behavior. Clear expectations and guidelines need to be set and sourced through government legislation and policies. Lewis (2008) suggests that in classrooms perhaps the notion of a classroom developed ‘Internet Code of Conduct’ should be implemented to minimize the exchange of inappropriate and personal details being exchanged. Threats are not only eternal however internal threats between peers may also transpire. Creating concern for parents and educators is the internal threats of Cyber bullying. Cyber bullying refers to bullying behaviors that occur online (Knapton, 2009). It is unfortunate that with the arrival a new digital age quickly following is a new digital threat.
Reflecting on my learning journey through the analysis of the four digital tools I can see how utilizing ICT’s in the classroom to engage is a necessity not only for learners’ development but also the educators. Highlighted throughout this blog is the educator’s role to engage learners in digital technologies. I believe that educator’s active engagement with digital technologies should be seen as a fraction of our duty of care, ensuring that we equip the 21st century learners with the life skills to be ongoing active citizens in the wider school community.
I enrolled in this course thinking I was pretty tech savvy, I would have alleged almost a 21st century leaner, however I quickly realized I am an inhabitant of the ‘digital immigrants’ (Prensky, 2001). After only completing half of the course I can see guidance being offered to develop my teaching methodologies to confidently deliver content that is enhanced through the use of ICT’s.
REFERENCE LIST
Finkelstein, E., & Samsonov, P. (2008). PowerPoint for Teachers: Dynamic Presentations and Interactive Classroom. San Fransisco, USA: Jossey-Bass
Gee, J. P.G. (1996). Social linguistics and literacies: Ideology in Discourses. (2nd ed.). London: Taylor and Francis.
Knapton, K. (2009). Cyber Safety: Maintaining Morality in a Digital World. Springfield, UT: Cedar Fort Inc
Lewis, G. (2004). The Internet and Young Learners. Oxford, Ney York: Oxford Unniverstiy Press
Mangal, S.,K, & Mangla, U. (2009). Essentials Of Educational Technology. New Delhi: PHI Learning Private Limited
Marzano, R.J., & Pickering, D.J. (1997). Dimensions of Learning – Teacher’s Manual. Alexandria, VA, USA: ASCD
McInerney, D., & McInerney, V. (2006). Educational Psychology: Constructing Learning (4th Ed.). Frenchs Forest, NSW: Pearson Education Australia
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Retrieved from CQUniversity course, FAHE11001 ELearning online, http://moodle.cqu.edu.au/
Prensky, M. (2005). Engage Me or Enrage Me. Retrieved November 28, 2011, from Educause: http://net.educause.edu/ir/library/pdf/erm0553.pdf
Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon. 9(5), 1-6.
Selfe, C., L. (1999). Technology and literacy in the twenty-first century: the importance of paying attention. USA: The Conference on College Composition and Communication of the National Council of Teachers of English
