Reflection
Synopsis
Put simply, ‘e-learning’, is
learning with the assistance and convenience of technology. Technology
currently underpins our entire lives and will continue to do so for future
generations’ exponential times. Education systems have remained unchanged since
the industrial revolution (Smith & Knight, 2007). For this reason, it is imperative
for teachers to embrace and adopt this technological evolution. However, it is
important to recognise that e-Learning goes beyond merely using technology as a
platform through which to present learning content (Koehler & Mishra, 2006).
Technology is a vital tool that teachers can utilise to facilitate student
learning, communication and creativity. Technology’s adaptive influence
enhances student learning in many forms. E-learning’s significance is not more
important than the traditional learning frameworks and theories that prevailed
decades ago, because the aims and ideologies that teaching strives to
accomplish are still identical today.
Such theories and frameworks include Vgostky’s social constructivism
theory which claims students social environment is essential for students to
learn (O’Donnell, 2012). Additionally, TPACK framework, which blends teacher’s
technological, pedagogical, and content knowledge (Koehler & Mishra, 2006).
Learning
theories provide instructional designers with strategies to use. Content, technology and
pedagogy are complex, although technology and content have always been related.
Koehler & Mishra, (2006) advise teachers combine content knowledge, high quality
pedagogy and technology to create novel and effective ways to connect the
learner with the content.
E-Learning uses software platforms that were
originally designed for purposes outside of education. Creative teachers
understand this and use techniques that students have previously had exposure
to outside of formal education means. Knowing students will find this
transition familiar, teachers can utilise relevant pedagogy to correctly engage
learning. Koehler & Mishra, (2006) suggests this occurs “when the teacher
interprets the subject matter and finds different ways to represent it and make
it accessible to learners”.
As a future Learning Manager (LM)
my role will be to guide and prepare students to be successful in the 21st
century, learning, working and living environments. Teachers cannot afford to
become antiquated with regards to technology (Prensky, 2001). This does not mean a teacher has to become an
expert in every technology tool available on the market. However, teachers do
need to experience and investigate technology tools that students will be using
in the 21 century together with students. A Learning Manager needs to develop
their own methods alongside their students demonstrating continual lifelong
learning (Siemens, 2005). Before a teacher teaches anything, they must first
learn and execute the topic or subject themselves before they can model this
for students. Teachers content knowledge and pedagogy is critical for student
learning, (Koehler & Mishra, 2006), although this is not a new strategy or
technique, it is however, crucial that teachers in the 21st century
become 21st century literate.
One additional benefit of teachers
being aware and knowledgeable in using technology is that they can also help
provide a higher level of student safety. Teachers are responsible for ensuring
students are aware of safe practices, copyright laws using legal procedures,
which aim to build a foundation of trust that students will use today's
technology appropriately (Education Queensland, 2011). Unless we embrace and
adopt technology we will be placing ourselves and our students, in a
disadvantaged and unsafe position (Education Queensland, 2011).
During the past five weeks I have
developed an enthusiasm toward adopting technology in the classroom, and
discovered ways in which it can be used to help students construct knowledge. This new
belief is a direct result of participating in a virtual experience using four
separate groups of technologies. Outlined in the following paragraphs are some
of these experiences; and an overview of how this new understanding can be
applied in the classroom along with opinions and reflections of my practice.
The first group outlined wiki’s, blogs and weeblys, and the factors that
benefit from teaching with these. Subsequent paragraphs will depict three other
effective groups of technologies in the classroom: Prezi’s, Glogsters, and
PowerPoints, followed by Audio files, images and digital movies, and finally,
the use of Mobile Technologies, including Smart phones, and iPads.
The wiki activity I participated in was cleverly
constructed, prompting students from various locations to contribute their
thoughts and ideas in a shared space. The intentional topic question was
designed with a particular cohort of students in mind. During this activity I
began to understand how blogs, wikis and weeblies, create thought reflecting opportunities
for students to: discuss, digress, clarify, challenge, and build upon content
and concepts (Global Lead Education, 2008). Depending on the LM these virtual
discussions are not necessarily bound by students in the classroom. For
example, virtual discussions can be had with students from other schools from
anywhere in the world, therefore, many perspectives are added to the mix (Koehler
& Mishra, 2006). In addition to sharing opinions and thoughts, opportunities
are created for teachers and students to share their resources. Students are
also able to learn from teachers in distant locations. In a classroom students
may have had a discussion on a topic perhaps only once; the wiki allows time
for student reflection, face to face
discussions, or virtual discussions. Wikis can be edited so, therefore, the
discussion and learning is not static. However, social connected learning
can come at a price if not facilitated correctly, as it is essential for
students to know how to conduct themselves in a respectful manner.
Blogs although similar to the Wiki in that students can view others ideas and
opinions – are static and the content cannot be edited by students; however,
students can comment and contribute ideas and thoughts. Blogs create
opportunities for students to express themselves share information by linking
or embedding videos websites other online resources, and help to form part of
their social schema (O’Donnell, 2012).
Creating a ‘Weebly’ (website) to model an environment that is more like a
globally connected communications and learning center, would benefit students
by replicating a real simulation of the online world. Furthermore, this would
create opportunities for the LM to teach students how to collaborate and to
share resources through social media as well as opinions and ideas. Weeblys can
offer an inbuilt support for common or reoccurring questions as well as link to
other online resources including wikis and blogs.
Creating a Prezi, Glogster, and an Interactive Powerpoint, helped me to recognise the power of using technology to teach content, as
students are able to see, hear, read and trial the content for themselves (Global
Lead Education, 2008). Teachers can use these multimodal ICT tools to present
content and create engaging learning that allows the student to interact with
the content. When guided by the teacher, students are able to link to almost
endless possibilities available on the web. Even better, LM’s
that create opportunities for students to produce their own presentations using
these ICT tools enable students to acquire the ability to learn in context and critically discern
information. Strong communications skills are gained when students participate
in these types of activities. Relevant subject matter that is presented
using these digital options also allows the student to perpetually pause,
rewind, and think about the content. Although content and technology can be
complicated, teachers
essentially become designers of learning; “technology
illiterate” is no longer an option for 21st Century learners. The ability to visualize,
reason, plan, and make decisions leads to an independent learner (Global
Lead Education, 2008).
Technology should not be used to maintain old
practices, in addition with creating new learning possibilities. Audio, Images, and Digital Movies are
examples of ICT tools teachers can utilise to effect student learning. Such
tools enhance student learning through multimodal options as well as allowing
students to start, stop, or rewind content as needed. Podcasts have the
potential to provide productive ways in which students struggling with reading,
can listen to themselves read, or watch themselves perform a presentation;
allowing them to improve their skills. Students learn to recognise how and when to use
technology efficiently during these processes.
Mobile Learning is an example of how teachers could use
imagination and creativity to gain higher levels of learning and not focus on
using one technology tool. Ipads can be used as a way to engage students in
learning, twenty-first century students are already engaged in texting, Xbox,
and other social media. Teacher knowledge and awareness of tech apps, classroom management
skills and support from higher departments will influence the range of apps in
the classroom. Teachers’ comfort with teaching
with technology is vital practice. IPad applications are an
efficient and engaging tool to design flexible learning paths with built-in
support (Guthrie & McCracken, 2010). However, having
numerous modes of technology available does not necessarily translate into
effective use. Some may argue that mobile technology can be a disruptive force,
which inhibits innovative teaching and learning. Thereby, there is a clear
distinction between having technology, and using it effectively.
E-learning can be used to facilitate inquiry based
learning. This
type of activity demonstrates problem based learning, where students work in
small groups and solve a problem with no clear pathway or solution. Student centered inquiry based learning,
helps students solve real-world problems that aim to increase student
engagement and valuable learning. Authentic learning situations help students
to retain new knowledge because students are co-constructors of this new
knowledge (O’Donnell, 2012). When students
create their own presentations, students implement their knowledge, their
learning and their application of that knowledge. The potential outcome is that
students obtain: the ability to problem
solve, to think critically, dissect complex issues, and to work effectively as
part of a team and/or independently (Kearney & Shuck, 2006).
Once the key learning goal is known, I will be able to
work backwards and explore ways in which technology can modify aspects of the
learning experience; and instruct students how to participate in constructing
knowledge rather than just being a consumer of it. Student-centered practices
that are supported by technology to affect student learning outcomes. Computers
in schools do not automatically change system practice, but must be used to
intentially engage in creating a process for change and innovation. Intentionally
and actively implementing technology into my classroom practice, will hopefully
contribute towards creating a school culture that embraces and adopts
technology (Global Lead Education, 2008).
Schools need to integrate technology into the
classroom. Today’s educational process starts with a teacher’s belief
and philosophy, that access to technology is vital. As a future LM, I need to
develop and adopt an approach which embraces, trains, and promotes
technological applications at every opportunity. I need to adopt this evolution
and integrate learning with the assistance of technology into my classroom. Subsequent to my five week virtual learning with
technology experience, I now define myself first as a learner, which is
invested in improving instructional design.
References
Education Queensland
(2011). Keeping Queensland schools safe. Queensland Schools alliance
against violence. Retrieved December 5, 2012, Retrieved from http://education.qld.gov.au/studentservices/behaviour/qsaav/docs/keep-school-safe.pdf
Guthrie, K.
L., & McCracken, H. (2010, July). Reflective Pedagogy: Making Meaning in
Experiential Based Online Courses. The JEO. Retrieved from http://www.thejeo.com/Archives/Volume7Number2/GuthriePaper.pdf
Kearney, M.
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(1998, May). Instructional Design & Learning Theory. Saskatchewan:
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university press
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(2005). Connectivism: A Learning Theory for the Digital
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