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 21^st 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 21^st century become 21^st 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. & Shuck, S. (2006). Spotlight on authentic learning: Student developed digital      video projects. Australian Journal of Educational Technology, 22 (2), 189-208. Retrieved from CQUniversity Course Resources Online (FAHE11001). 

Koehler. M.J., & Mishra, P. (2006).Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108 (6), 1017-1054. Retrieved from CQUniversity Course Resources Online (FAHE11001). http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf

Mergel, B. (1998, May). Instructional Design & Learning Theory. Saskatchewan: University of Saskatchewan.

Prensky. M. (2001). Digital Natives, Digital Immigrants.vol.9no5, on the horizon MCB, university press

O’Donnell, A., Dobozy, E., Bartlett, B., Bryer, F., Reeve, J., Smith, J.K. (2012). Education Psychology. Milton, QLD: John Wiley and Sons Australian Limited.

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. Retrieved fromhttp://www.elearnspace.org/Articles/connectivism.htm

The New Media Consortium. (2005). A global imperative: The report of the 21st century literacy summit. Retrieved from CQUniversity Course Resources Online (FAHE11001).