Today’s contemporary learner has been defined as one whom ‘demands’ a continuum of digital interaction and learning from the classroom to the home, work and recreational activities (Queensland Government, 2005). Many may instinctively view this statement as a stereotypical and irrational demand by members of generation Y, but is it? Are these students simply asking for their education and learning to transpire through a medium in which they can understand and construe? When this statement is re-evaluated, it only seems reasonable that the application of information and communications technology (ICT) is utilised and implemented so that every student has the best possible chance of interpreting, deciphering and comprehending content. E-learning can be seen as an alternative way of teaching and learning with Govindasamy (2001) describing it as ‘instructions’ in which are ‘delivered via any or a combination of electronic media’. Electronic media is comprised of the ‘Internet, intra and extranets, satellite broadcasts, audio, video, interactive TV, and CD-ROM’. Consequently, e-learning allows a harmonious amalgamation between content and efficiently teaching it in a way that is relevant to learners today. Through the application of e-learning a multitude of supportive and enhancing learning opportunities can be generated that are specific to the learning styles of students. The identification of learning style diversities and the influence of theory on choices for selected ICT’s, is imperative to achieving the maximum potential of learning for students. Through investigating literature written by Mergel (2001), I identified that each theory is relevant depending on the ‘situation and environment’ and each theory ‘overlaps’ with others (Theories). Equally, I have come to the conclusion that constructivism is the theory in which shapes the majority of our online scaffolding, and for the benefit of students Bloom’s Taxonomy and TPACK must be utilised as a framework for an appropriate digital pedagogy (Fasso, 2013)(Additional information). This synopsis details the identification of and reflection on digital e-learning tools (ICT’s) and specifically analyses them in congruence with their ability to be potentially applied to primary school students, in order to facilitate transformational learning. This identification and collection of fundamental ideas and tools was extracted from a thread of work in which I have compiled over the past five weeks.
I participated in a group Wiki dedicated to the inclusion of Mobile phones in the classroom. This activity was purposefully designed and allowed each participant to share their experiences and prior knowledge with other members. This activity is a prime example of the learning theory social constructivism (definition). Gaining knowledge and comprehension to this topic was founded upon the necessary social interactions with other students and as a learner I had to apply my own experiences and prior knowledge, to contribute additional information and to interpret other’s comments (Jonasson, 1991, cited in Mergel, 2001). Consequently due to incorporating productive pedagogy, similar and differing perspectives were gained by each individual answering the scaffolded questions and I was able to learn additional knowledge through another student’s prior knowledge and research. The strict scaffolding questions intentionally linked us to specific questions about mobile phones and their direct application to learning (Appendix one). This therefore allowed us students to practise complex thinking skills by ‘drawing out’ our ideas exactly on relevant content. Literature states that this ‘online collaboration tool’ aids in ‘building knowledge and full cognitive development’ (Vygotsky, 2013). (Please refer to the PMI chart for more on Wikis). In congruence with literature, I increased my knowledge base through strict scaffolding which will support a more comprehensive and unbiased perspective when discussing this implementation in future. Due to an exposure to this scaffolding, use of a collaborative wiki, personal beliefs and a found positive affirmation with current literature, I will use this type of activity in my primary classroom. By following the Digital Pedagogy Guides I will implement wikis to support my teaching as it will suit all learners (DETE, 2012a). Firm adherence and consideration of ‘conflict of interest, breach of legal implications, ineffective resource usage, breach of duty of care and cyber bullying’ will occur throughout the application of the tool (Department of Education, Training and Employment, 2012).
It is essential that learning experiences are constructed to cater for the diverse learning styles in the classroom. Digital video is an excellent choice in communicating, observing, analysing and reflecting on knowledge. Due to this, the tool is an example of congnitivism as these processes aid in mental processing and the transfer of information into the working memory (Fasso, 2012). Its effective incorporation of all learning styles such as visual, auditory, musical, logical and linguistic features broadens the amount of support in which the learning experience can encompass (Appendix three). Images and podcasting are effective however; why not combine the two for a tantalising learning experience? (Click for detail into the other tools) Digital video is competent in provoking interest, engagement and enjoyment, and has the ability to ‘contextualise’ the material in which is being taught. My acquired personal opinion and literature reflect similarities in which form the view that video is a ‘powerful technology for learning only when it is used effectively’ (Schwartz & Hartman, 2006, p. 10). By implementing this individualistic digital tool to assist in learning, 21st century students can be engaged (see) and it allows for further comprehension (think and wonder) via the ability to participate in complex reasoning and higher order thinking skills. This is an example of productive pedagogy and it is highly recommended that video is implemented into a primary setting (examples). By students creating a video their understanding of a topic and ability to comprehend can be assessed. Similarly with all tools, if information or images are taken from other sources, than referencing is essential in complying with legal requirements (Fasso, 2012). By ‘explicit teaching of ethical safe and legal’ use of these tools the teacher is abiding by professional practice (DETE, 2012a).
PowerPoint and it’s utilisation throughout the classroom as a supportive implement has made it a popular and effective medium in which knowledge can be reiterated, taught and comprehended. Personally, I was glad to revisit this well-known digital tool as I discovered that its application was much more complex than I had realised. This is why I have chosen this tool over the amazing and fun Prezi and Glogster. By implementing PowerPoint in the classroom a productive pedagogy can be produced as they are creative and highly engaging, in which aid in ascertaining student’s attentions through its highly visual characteristics (DETE, 2012c). As it allows for the embedment of audio, video and images each learning style is accommodated. Investigation into this tool allowed me to create interactive quizzes which enable the students to practise learnt knowledge and to assess understanding. This ICT tool incorporates the learning theory of cognitivism as it permits students to ‘chunk information’ which aids in retaining new knowledge. However, it was found that learners should also be creating PowerPoint presentations in order to support their learning in ‘complex, creative and inventive’ ways (Fasso, 2012). This was found to increase their ability to support understanding content through further explanation and by applying it to a 'real life' situation. It is highly recommended that PowerPoints are integrated into the classroom and can be done through the teacher and or students creating scaffolded interactive quizzes, drag and drop activities, manipulating images and animations. As the facilitator of learning, it is of extreme importance that appropriate copyright and legal issues are ‘modelled’ by you as a teacher so that students identify and also practice the correct behaviours (Fasso, 2012).
Interestingly, the Horizon Report (2011) affirmed some attention-grabbing statements in which seemed to characterise the learners of today’s digital age. ‘People expect to be able to work, learn and study whenever and wherever they want’. This statement is very realistic of today’s generation of learners and as teachers we are required to for fill this need with ‘mobile learning’ (Johnston, Adams, Haywood, 2011). I am privileged to have an iPod touch and an iPhone, and most students have access to a similar device. The utilisation of iPads and iPods is frequently becoming a standard learning aid in the classroom. This implementation reflects the productive pedagogy of ‘supporting learning in which is owned, controlled and managed by students themselves’ (DETE, 2012c). Langwitches (2013) supports mobile tools in classrooms however challenges teachers to use them ‘beyond the apps’. It was found that for students to maximise their learning experience and to participate in deep knowledge through higher order thinking, activities must directly reflect the curriculum. By using these attention grabbing tools as additional aids in a primary context to support comprehension, students can practise critical thinking, transformative, personal learning, at any time or anywhere (Langwitches, 2013). By implementing this tool the teacher shows the application of digital pedagogy indicators set out by DETE (2012). This tool is an example of both social constructivism and connectivism as it is a 'theory for the digital age' (Fasso, 2012). Due to this tool being connected to the internet, it is vital that teachers are digilant in monitoring students ‘safety’ so that exposure to inappropriate material, stranger danger and cyber bulling are not permitted. ‘All teachers’ must adhere to the strict polices in which are formed by legislation (DETE, 2012b).
It’s time to embrace and implement e-learning, the benefits of these effective tools and broad pedagogy in which we are equipped with is fantastic at facilitating learning. Literature supports this concept and strongly urges for all teachers to provide these opportunities in order to establish and maintain a transformation of learning. It was established that teachers must know their learners and have an appropriate understanding of ICT, curriculum design and pedagogy so that each and every student is given the best possible opportunity to receive, relate, process and comprehend content in order to participate in deep learning.
It’s time to embrace and implement e-learning, the benefits of these effective tools and broad pedagogy in which we are equipped with is fantastic at facilitating learning. Literature supports this concept and strongly urges for all teachers to provide these opportunities in order to establish and maintain a transformation of learning. It was established that teachers must know their learners and have an appropriate understanding of ICT, curriculum design and pedagogy so that each and every student is given the best possible opportunity to receive, relate, process and comprehend content in order to participate in deep learning.
References
Mergel, B. (2001). Instructional Design & Learning Theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm
Department of Education, Training and Employment (DETE). (2012a). Digital Pedagogy Guides. Retrieved from http://education.qld.gov.au/smartclassrooms/developing-professionals/elearning-frameworks/index.html
Department of Education, Training and Employment. (DETE). (2012b). Teacher and Student Web Page. Retrieved from http://education.qld.gov.au/web/schools/riskman.html
Department of Education, Training and Employment. (DETE). (2012c). Using the Productive Pedagogies. Retrieved from http://education.qld.gov.au/qcar/curr-pedagogical.html
Fasso, W. (2012). Working Legally, Safely and Ethically Online: the Issues. EDED20491 – ICT’s for Learning Design: Study Guide. Rockhampton, Qld: CQUniversity, Australia.
Govindasamy, T. (2001). Successful Implementation of e-Learning: Pedagogical Considerations. The Internet and Higher Education, 4(3), 287-299. Doi: 10.1016/S1096/cmaj.7516(01)00071-9
Hanson, T (2009, October, 9). Using Blogs to Enhance Learning – Some Helpful Tips [Web log post]. Retrieved 5, April, 2013, from http://www.openeducation.net/2008/10/10/using-blogs-to-enhance-learning-%E2%80%93-some-helpful-tips/
Johnson, L., Adams, S., and Haywood, K., (2011). The NMC Horizon Report: 2011 K-12 Edition. Austin, Texas: The New Media Consortium.
Queensland Government. (2005). A Contemporary Effective Learner. Retrieved from http://staff.learningplace.eq.edu.au
Queensland Government. (2005). Contemporary Learning: Learning in an Online World Curriculum Corporation. Retrieved from https://staff.learningplace.eq.edu.au
Schwartz, D, Hartman, K (2006). It is Not Television Anymore: Designing Digital Video for Learning and Assessment. School of Education, Stanford University. Retrieved from CQUniversity e-courses, EDED20491 ICT’s for Learning Design, http://moodle.cqu.edu.au/mod/page/view.php?id=115360
Weblearn (n.d). Learn Online: Critical Thinking Ideas. Retrieved from http://weblearn.weebly.com/critical-thinking-ideas.html
Appendix One
Consequently, by using this digital pedagogy a greater understanding of the topic at hand was gained and it cued responses to be specific. This in turn allowed the discussion to have ‘depth’ as a large range of perceptions were voiced.
Appendix Two
By evaluating the above table we can see that the positives of using Blogs as learning facilitators literally out way the negatives. It is important to note that Blogs must be learner-centred and this is achieved by the guidance of activities by the teacher. By using thinking tools or deliberately structured questions, the teacher is able to shape student’s thinking and guide them through the required learning experience. Very sneaky! It can be concluded that Blogs would be excellent in the higher year levels of primary school students, and can be implemented as tools in which creative writing, assessment tasks and group work can be based on.
Appendix Three
In other words, it allows the learner to be supported by visual and verbal aids in which build meaning but also allow for different levels of interpretation. This therefore makes the student participate in complex reasoning processes as they construct their own understanding by linking prior knowledge to this digital source
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