Reflective
synopsis
Over
the last six weeks fellow colleagues and I have undertaken a journey into
exploring and using a number of different web tools and how these tools can be
integrated into the classroom to enhance productive pedagogy and enhance the
learning experiences of students in the 21st century. Leaners of the
21st century require engagement, movement but most of all
technology. Students are no longer happy with rote learning, they are born into
a world of technology where they seek information and stimulation instantly.
From the moment a baby can hold a mobile devise they are already engaging in
the technology age. However it is presumptuous to think that all students have
had the same exposure to technology as the child sitting next to them. (Cennamo,
Ross, & Ertmer, 2010)
The
use of technology in the classrooms require for the learning manager to use the
technology productively and purposefully. This requires for the learning
manager to profile the learner’s using the 8 LMQ. (Smith, Lynch,
& Knight, 2007) Thus enabling the learning manager to
scaffold the learning around what the learners can successfully achieve and
where the learning outcomes need to be met, incorporating this knowledge with the content and the pedagogy ensures
that learning is successful.
Learning experiences can be enhanced through e-Learning and be linked to
several learning theories including behaviourism, cognitivism, and
constructivism. Therefore effective pedagogy is about productive
teaching strategies that can achieve proficient outcomes using technology
within the classroom. It is vital that learning managers utilise the use of
technology in the classroom not giving way to intimidation of technology
itself. To do this learning manages need to employ opportunities to present and
use a range of technologies to enhance their pedagogical practice. The framework identified as the TPACK framework, suggests that digital
technologies are integral and just as important as the learning managers
knowledge and skills for maintaining the learners engagement. If learners are
engaged in the classroom by creative, interesting and engaging learning
experiences, then learning outcomes will be reached and students will achieve
success. The integration of eLearning into the classrooms can assist in
developing and adapting learning design to provide effective and engaging
opportunities to cater for the learning styles of our 21st century
learners. (Killen, 2007) .
The learner
of the 21st century are critical thinking, creative, problem-solving
learners, who embrace tools of technology for information and communication.
This is demonstrated through the journey of discovery and participation through
the web tools, from the prescribed eLearning course from CQUniversity, An
introduction into collaboratively participating in a wiki was a positive
experience. The use of scaffolding was enhanced by using De Bono’s six thinking
hats to answer a number of questions to successfully participate in this
activity. This was an excellent opportunity for scaffolding to occur as it is a
beneficial way for thinking in different ways that can be incorporated in the
classrooms of today. According to Edward De Bono (DeBono, 2002) , “the Six Thinking
Hats forces the thinker to consider the problem in several dimensions, and is
more likely to guarantee better thinking”. The use of a Web 2.0 tool, a wiki,
has been found to be a great way for learners to be supported through a
constructivist approach. Consideration
also needed to be given to peers when editing, modifying, adding or removing
information from a wiki page.
Thus
leading into the activity of Web2.0 tools group 1 in participation in week 3, Wiki
and Blogs. These are two very powerful tools for engagement in classroom
activities, with seeming less possibility in classroom context. Creating a wiki of my own lead to my
conclusion of wikis can enhance learning in a classroom context as it lends itself to
collaborative thinking for its users. Wikis can allow students to collaborate
with students from other schools, due to wikis being a web-based tool.
Enhancing students’ ability to learn beyond the confines of the classroom to
create and encourage global citizens. However, when using wikis teachers need
to be weary of a number of things as these are web-based tools. Those
participants do not breach copyright laws of others’ work, via using Flickr and
other online sites or resources.
Blogging
learning can be transformed, as these tool can be used by both the teacher and
the learner. One way a teacher could use this tool would be to display previous
learners work as examples of the tasks that are required. This could be of
assistance to learners who need a visual display of what is required from a
task. Blogging can be used within the classroom for activities such as creative
writing activities, as journal entries for a visual diary or process journal. Likewise,
a teacher can post comments to assist the learners and provide feedback and
scaffold learning. If scaffolded correctly within a blog, learners could
demonstrate levels of higher order thinking. A strong benefit of a blogging
tool is that being a Web 2.0 tool, only the owner of the blog is able to edit,
change, or delete the blog postings. Therefore, this allows the learner total
control over their own work.
However
when using either of these two tools, wiki and blog it is important to always
keep in mind the legal, safety and ethical issues involved with uploading
materials on line. As most schools will have an acceptable use police within
their school outlining child safety laws and safe internet practices, to help
identify and monitor cyber bulling, and exposure to inappropriate material.
Digital
image manipulation and the construction of a short digital video was explored
through week 4 of my eLearning journey. Both were very easy to use image
manipulation can be used in the subject areas of fashion design to manipulate
images to change textile colours, in the arts and many other subject
disciplines. Digital videos can be something that the learners produce for
themselves. Through producing their own videos, learners are allowed to express
their creativity. Digital videos could be produced collaboratively and would
require learners to use higher order thinking skills and processes. Both very
easy tools that cater to all levels of learning.
Creating a
Glogster in week 5 enables learners to create their own interactive posters.
Interaction with Glogster allows learners to explore their creative side and
incorporate audio, podcasts, you tube and upload the content into their Glog.
My attempt at a quick Glog was from material from an old assignment on
nutrition, It was quick and easy to make, enhancing my knowledge on how to keep
students engaged, posters leaflets story boards are only the beginning. I
personally cannot think of a subject that Glogster could not be incorporated
into. The engagement with this tool allows for fostering teamwork and co-operative
learning or working individually. Teachers could also use this type of
presentation to display learners' works.
Week 6 introduced me to Interactive Learning Objects and Adobe Flash both require training and a
fair bit of time to master, even though the site suggest 4 and ½ hours training
and practice of tools I tried to jump on in without the training and yes I
failed and achieved nothing except wonting more time to investigate further
later when I have more time. The use of inter active learning object and Adobe
flash are endless very visual and creative however you do need to master the
system first. There are many learning opportunities and the engagement from
using these tools.
Incorporating
technology into the classroom will enhance cognitive learning and better
pedagogy strategies. Learning managers
must first have an understanding the technology they are going to incorporate
into the classroom, but also be able to use technology meaningfully. (Killen, 2007) Technology has the
ability to create active learners that generate an atmosphere of collaboration
and shared experiences across the curriculum. (ACARA) Technology does come
with its draw backs too; you need access to the internet and ITC device.
Observation of student participation to see that the learner remains on task at
all times and that the activity is constructive.
Both ACAR
and the QSA essential learning encourage the use of technology in the classroom (ACARA G. C., 2012) (QSA, 2008) Both identify that
applying ICTs for learning will assists students to become competent, creative,
productive learners how reflect on learning to apply new understandings to
connect them to the global world. (QSA, 2008) Queensland study
board require the implementation and use of ICT’s across all Key Learning Areas (KLA’s). (QSA, 2008) The eLearning tools
that have been explored demonstrate that learning is a social context, and does
not have to occur face to face. Through participation in my eLearning adventure
so far, I have acquired a far broader knowledge about how these and other tools
can be applied and used in the classrooms to enhance the learning of our 21st
century learners.
References:
ACARA, G. C.
(2012). Genreral Capabilities. Retrieved from ACARA:
http://www.australiancurriculum.edu.au/GeneralCapabilities/General%20capabilities.pdf
ACARA, G. C.
(n.d.). Critical and creative thinking. Retrieved from
http:Australiancurriculum General-capabilities#Critical-and-creative-thinking:
http://www.australiancurriculum.edu.au/English/General-capabilities#Critical-and-creative-thinking
Cennamo, K.,
Ross, J., & Ertmer, P. (2010). Intergratation for meaningful Classroom
Use; A standards Base Approach. United States America: Cengage Learning.
DeBono, E.
(2002). Lateral Thinking & six Thinking Hats: The Six Value Medals, The
Essential Tools For Success in the 21st Century. London: Vermilion Random
House Publishing.
DET, D. o.
(2011, April). Smart Classroom. Retrieved from Department of Eductation
and Training; Smart Classroom:
http://education.qld.gov.au/smartclassrooms/enterprise-platform/cft/pedagogy.html
Killen, R.
(2007). Effective Teaching Strategies, Lessons from Research and Practice.
Melbourne, Australia: Thomason Social Science Press.
QSA, Q. S.
(2008). Using the Essential Learnings: Planning advice. Retrieved from
QSA: http://www.qsa.qld.edu.au/downloads/early_middle/qcar_el_planning_advice.pdf
Smith, R.,
Lynch, D., & Knight, B. A. (2007). Learning Management: Transistioning
teachers for national and international change. NSW Frenches Forest:
Pearson Education Australia.
