From the creative individualism of online spaces, multimedia and presentation tools to the interactive genius of other great tools we hold in World Wide Web, the e-learning journey explores multiple Information Communication Technologies (ICT’s) that can be embedded in any learning context. Information Communication Technologies (ICT’s) are increasingly making an appearance in today’s classrooms and schools. Much focus has been concentrated on how good design of physical learning spaces and effective use of ICT can maximize teaching and learning (DEERW, 2010). Consequently, ICT is best integrated into general teaching and learning in the classroom rather than a separate entity (DEERW, 2010). ICT’s in the classroom have the capacity to encourage a hands-on interactive approach to learning and teaching that previously has not been available. This form of classroom technology is responsible for the change from passive acquisition of knowledge to active construction of this knowledge in a fun but structured way (ADB, 2009). An evolving trend in pedagogical development is evident with these learning tools creating a more collaborative learning environment than ever before (ADB, 2009). The Organisation for Economic Change and Development (OECD 2005) states, “The capacity of students and teachers to use (digital literacy) and apply ICT (pedagogy) will be the key for economic growth and stability in the future” (OECD, 2005 as cited in DETA, 2008). The following synopsis will not only explore how ICT has transformed, supported and enhanced my own learning, but also display how this journey has given me great understanding on how ICT can also transform, support and enhance students learning. Furthermore, I have demonstrated an insightful understanding of the facilitation of higher order and creative thinking through the use of ICT in the classroom.
Safe, legal, ethical online practices
Working legally, safely and ethically online is an important consideration when working with children. Having a clear understanding of the implications of uploading and using materials online is vital for effective and responsible online practices. Working legally online simply means that regular copyright policies for education apply in an online environment (DET, 2006). Working ethically online again simply suggests that all online material used is appropriately referenced and acknowledged unless belonging to the user (DET,2006). Working safely online is very important and includes many factors such as child safety, exposure to inappropriate material, physical danger, bullying and privacy. It is important for educators to create an online environment where students feel comfortable and not at risk of feeling unsafe in the classroom or online (DCITA, 2004). As facilitators of learning, it is our role to model and teach safe, legal and ethical behaviours when in an online environment.
Group 1 tools
Group 1 online tools all represent content free online spaces that educators and students can collaboratively meet in one place to contribute ideas, thoughts, beliefs and information about any topic or issue. There are many different types of online spaces however extensive investigation and reflection was concentrated on Blogs, Wikis and Static Websites. Each tool explored featured great educational benefits, however the one tool that seemed superior in my context was Wikispace. Wikispace can be referred to as a giant online butcher’s paper which encourages learners to read, write and think in a ongoing learning setting. Wiki is a space where students can contribute ideas and information that can be improved by others in a group setting. Users can edit, modify and remove information with the use of simple and easy to use editing tools. Furthermore students are not restricted to text communication alone, reaping benefits from the multimodal capacity of the web such as YouTube etc. Wikispaces is a effective tool in the classroom and can be used collaboratively for group work such as reports or sharing research, information, ideas, thoughts and different perspectives in an endeavour to support higher order thinking. To enhance the development of higher-order thinking, wikis should be designed to be a space that allows self-reliance and independence within a highly scaffolded design. As wiki is a space for reflection as a learning process, teachers need to support students by scaffolding and supporting appropriate thinking with the use of effective thinking tools to essentially enhance, support and transform students’ learning.
Please refer to the SWOT analysis I created to successfully analyse Wiki in the classroom. In addition please find the link to the Wiki I created as it displays evidence of the technology which demonstrates my competency and skills in using this tool.
Group 2 tools
Throughout exploring and analysing multimedia tools, it became apparent that multimedia is one of the most important elements of online learning. Multimedia can be simply defined as using more than one medium of expression or communication, consisting of images, audio and video tools. Through exploration, I became familiar with ways to both locate, use and make resources within each area of multimedia. Three tools were extensively explored within multimedia showcasing effectiveness in a learning context, Podcasting, Windows Live Movie Maker, and Voki. All of these tools identified great learning benefits, however the one I believed most effective was Voki. A Voki is a computer generated speaking avatar featuring an array of characters and offering the ability to customise look, voice and background, making it purpose appropriate. In addition, Voki Classroom is now available for teachers to easily manage student work with class accounts in a safe and protected environment. Just from this brief description it is clear that there are endless possibilities with this tool which can be effectively implemented in a classroom setting. By further investigating Voki, I discovered some of the unique roles that these speaking avatars can play in an online environment and specifically in an Early Childhood setting. Voki can be used effectively to introduce new topics, concepts or ideas, and acts as a great aid for students who are audio and visual learners. Above all, Voki is a great way to get all students involved in learning whilst having fun and ultimately enhance, support and transform their learning.
Please refer to my PMI I created which analyses Voki’s effectiveness in the classroom context. In addition please refer to the Voki I created as it displays evidence of the technology which demonstrates my competency and skills using this tool.
Group 3 tools
Presentation tools are a fantastic way for both teachers and students to creatively present learning or information in a collaborative or individual learning environment. Glogster, Prezi and PowerPoint were all extensively explored and all feature great ways to collect and collate multimedia resources for presentation purposes. In particular I was impressed with Prezi as I found it mostly relevant to my Early Childhood teaching context. Prezi is a cloud-based presentation software and storytelling tool for discovering and sharing virtual media in one infinite space. Unlike Glogster and PowerPoint, Prezi is identified by it’s Zoomer User Interface (ZUI) which allows teachers and students to zoom in and out of the created presentation, making it a fun tool to explore new ideas and information. In the context of Early Childhood, this tool has many great uses such as storytelling, phonics and vocabulary, graphic organisers, simple investigations, documentation walls,YouTube clips and simple assessments to name a few. Through high scaffolding and carefully constructed questions, Prezi is a great tool to enhance, support and transform student learning.
Please refer to the SWOT analysis that I have created through Prezi which was designed in an endeavour to support higher level analysis. In addition, refer to my Prezi presentation that was created and embedded into my blog as it demonstrates practical evidence of the technology and the skills I have gained.
Group 4 tools
Many tools on the World Wide Web are available that can be used for educational reasons. Tools such as Animations and Simulations, Google earth, Google maps, ZooBurst, Online Concept Mapping and Online Timelines are all great tools, and knowing that they are available and how to apply them in a teaching and learning context will open up many opportunities within ICT in education. Two specific tools comprehensively explored were ZooBurst and Online Concept Mapping. Both tools displayed many great benefits in the learning environment, however ZooBurst demonstrated many great advantages in the Early Childhood context. ZooBurst is an online tool that allows both teachers and students to collaboratively or individually create their own digital pop-up book. The beauty of ZooBurst is that it is really simple to use and very engaging. Text can be added into a large text box and images can be added from the library or uploaded by the user. From an Early Childhood perspective, I immediately recognised the practicality of this tool when applied in an Early Childhood setting and the many outcomes that could be achieved to enhance, support and transform students’ learning.
Please refer to my PMI which helped me analyse and reflect on ZooBurst and its effectiveness in the classroom. In addition, refer to my ZooBurst digital pop-up book called ‘Bird Song’ that I created and embedded into my blog as it displays practical evidence of the technology which demonstrates my technical skills using this tool.
ICT Frameworks and Theory
Technological Pedagogical Content Knowledge (TPACK) and Blooms Taxonomy are two guidelines which can be followed as a combined outline which nicely complement each other in the digital classroom. TPACK is a framework used to define the different types of knowledge and understanding needed by a Learning Manager for effective and successful pedagogical practice in a technological learning environment. TPACK identifies that successful ICT integration for teaching specific content knowledge involves understanding the connections and links between three components, these including technology, pedagogy and content (Mishra & Koehle, 2006). TPACK highlights the complex relationships between these three components, which provide structure for educators to successfully implement ICT effectively in the classroom (Mishra & Koehle, 2006). With this knowledge, it is essential that educators have the necessary technical skills and know the content and know how to deliver that content so students learn effectively. Furthermore, when planning e-Learning and appropriate content, teachers need to make decisions about appropriate technologies that can transform learning and pedagogies to best support learning. Blooms Taxonomy bases its theory around a classification of six levels within the cognitive domain, from lower to higher order thinking. Blooms taxonomy can be implemented across all year levels and content areas to enable Learning Managers to assess learning outcomes in alignment with national standards (Rahmat & Saudi, 2007). By means of moving students forward through each level of Blooms Taxonomy, TPACK and Blooms theory can be successfully entwined and integrated into ICT learning experiences in ways that are fun and interactive.
Conclusion
As our technology changes, so does our world, and this means so do our educators and their traditional methods of teaching. Throughout my e-learning journey, I have realised the importance and value in effective digital pedagogy and facilitating quality learning experiences for 21st century learners. Education Queensland (2008) states “effective e-learning requires a strong, whole-school vision on the belief that ICT can accelerate, enable, improve and transform student learning opportunities in all key learning areas”. For me, this statement sums up what e-learning is all about. With the belief that we can create effective digital learners, effective e-learning teachers and effective e-learning schools, then the vision to create ‘a clever, skilled and creative Queensland’ should no longer be a vision but a reality that transforms “traditional way of working to a digital way of working that is meaningful, engaging and connected” Education Queensland (2008). This simply does not mean using technology to do old things in new ways, but to do new things in new ways and use these modern technologies explored throughout this e-learning journey in ways that transforms teaching, learning and curriculum. In addition, I believe there needs to be a great awareness of all the resources and personal development programs available to teachers working toward a digital classroom. As my future role as an educator, I am strongly motivated to use digital pedagogy to create great learning experiences for 21st century learners. Not only has this journey enhanced, supported and transformed my own learning, but has enabled me to see how I can enhance, support and transform student learning in this digital world. What a great e-journey!
Reference list
Asian Development Bank (2009). Good practice in information and communication \technology for education. Retrieved from http://www.adb.org/Documents/Guidelines/Good-Practice-Education-Training/Good-Practice-Education-Training.pdf
Department of Education, Training and the Arts (DETA) (2008). eLearning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf
Department of Education and Training (DET). (2006). LGS-PR-001: Consent to use Copyright Material, Image, Recording or Name. Retrieved from http://education.qld.gov.au/strategic/eppr/legal/lgspr001/
Department of Communications, Information Technology and the Arts (2004). Cyber safe schools: A teacher’s guide to internet safety. Retrieved from http://www.ozguide.com/netalert_teachers_guide.pdf
Department of Education, Employment and Workplace Relations (2010). ICT strategic planning guide for Australian schools. Retrieved from http://www.deewr.gov.au/Schooling/DigitalEducationRevolution/DigitalStrategyforTeachers/Documents/ICTStratPlanGuide.pdf
Mishra, P., Koehle, M. (2006). Technological Pedagogical Content Knowledge (TPACK): A Framework for Teacher Knowledge. Retrieved from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf
Rahmat, M., Saudi, M. (2007). E-learning Assessment Application Based on Bloom Taxonomy. Retrieved from http://ehis.ebscohost.com.ezproxy.cqu.edu.au/eds/pdfviewer/pdfviewer?vid=2&hid=109&sid=c94d1127-dc9b-4a4d-a249-b762390da6a4%40sessionmgr113
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