Throughout my interaction with the course activities, readings and many e-tools I have discovered that e-learning does in fact need to be managed. Turner Bisset (2001) state that researchers have long sought to define and create a model of the “expert teacher”, one who knows content, pedagogy, themselves and their learners. The expert teacher may or may not exist, what is clear is that there is a generation of students who need something different to what is currently being offered. They are digital natives who receive and process information fast and graphically with instant gratification and frequent rewards (Prensky, 2001). Digital technology is integral to teaching in the 21st Century, without it students do not engage with or value the learning process (Prensky, 2001).
The Department of Education and Training (DETA, 2008) have placed a high importance on teachers’ competency surrounding e-learning. They believe that e-learning is a balance between three inter-related components, digital pedagogy, digital content and e-learning spaces. This is reflective of the TPACK framework which has been developed to describe the relationship between content, pedagogy and technology (Mishra & Koehler, 2006). This framework has changed the way I think about e-learning, I understand how it can be accomplished and I realise that technology is not an extra, it is integrated in partnership with content and pedagogy (TPACK blog). E-learning is exciting, technological knowledge evolves and enhances learning, providing more opportunities for groups of people to work together to solve problems and communicate effectively (Hargreaves, 1998). The DETA (2008) state that the challenge lies in shifting mindsets from teaching and learning about ICT to teaching and learning with ICT. This is a dynamic change that will see students develop the capacity to use and apply ICT, which will be a key for economic growth and stability in the future (DETA, 2008).
There are many learning theories from Behaviourism, which looks at behavioural patterns and associations to Cognitivism which states that learning is about acquiring and reorganising cognitive structures (Megrel, 1998). The two theories that are most effectively applied to e-learning are constructivism and connectivism. Constructivism takes the stance that learning is an active process of acquiring and processing information in order to lead to deeper understanding (Lein, n.d.). This theory values the sharing of multiple perspectives and collaborative learning (Megrel, 1998). Connectivism is about the connections that people make with information when they learn (Siemens, 2004). This theory is less about the information and more about the ability to make decisions and judgments about what information is important or unimportant (Siemens, 2004). Connectivism is relevant to e-learning when you consider the amount of information that is available, it truly is a learning skill to process that information quickly and decide upon its relevance.
The week 1 wiki activity which asked students to contribute information and thoughts about mobile phones in the classroom is reflective of the constructivist theory. Throughout this activity students were constructing and changing their opinions about the topic as they learnt more and were exposed to others perspectives. My interaction on the wiki opened my eyes to the amount of knowledge and perspectives there are about the topic and made me want to learn more so that I could construct a valid and well-researched opinion (Week 1 - Mobile phone blog). The wiki was intentionally scaffolded with the use of DeBono’s thinking hats, without this scaffolding I am not sure that I would have felt compelled to contribute, let alone continue researching and reading others comments. The thinking hats effectively scaffold learning as they direct and guide the focus of the discussion (Practical Radical Innovative, 2011). My experience with this wiki influenced the way I designed my own wiki. I purposely included scaffolding strategies such as assigning people into groups and providing a table to guide contributions. (For more information about my wiki see below)
Group 1 Tool
This week I explored wikis, blogs and websites as a tool that allows students to upload information and communicate with other students, teachers and guests (Group 1 Tools Blog). I have enjoyed learning and creating with these tools and especially see many uses for a wiki in the education context. Wikis are a living collaboration, encouraging students to share the learning and creating process with many people (Teachers First, 2011).
Uses in the learning context
Wikis could be used for students to work collaboratively in groups, where they can safely share information, websites, images and video on a password protected and monitored site. Social interaction and collaboration helps students to make meaning and construct knowledge (Snowman et al., 2009). They could also be used as a reflective tool for students to share what they have learnt and learn more as others comment and add to their reflections. The use of reflective practices assists students to develop skills in self-awareness; analysis and evaluation (Department of Education and Early Childhood Development, 2007). Wikis also provide opportunity for expert guests to contribute to students learning without having a physical classroom presence. The wiki I have created uses intentional scaffolding to guide students to participate in groups and learn more about their group topic. It is important to note that wikis are a space, not an automatic tool for learning, teachers must work strategically to scaffold the learning and teach students how to participate in order for learning to be effective (Fasso, 2011). (View my Wiki here)
Group 2 Tool
Recently there has been recognition that a profound shift is taking place in the way people communicate and express themselves using multimedia (The New Media Consortium TNMC, 2005). Multimedia involves images, sound and video and can be used to provide rich learning experiences. I thoroughly enjoyed experimenting with these tools and I will definitely use them in my classroom (Group 2 Tools Blog). I have chosen visual imagery as a focus because as Prensky (2005 as cited in TNMC, 2005) says children view and analyse images from the moment they can see and it is our responsibility as educators to further those skills with critical literacy.
Uses in the learning context
Visual literacy is the ability to see, understand, create and communicate graphically (Thibault & Walbert, n.d.). The ability to analyse and draw meaning from imagery is at the heart of this new multimodal literacy, which has the power to transcend traditional language and evoke emotional responses (TNMC, 2005). Visual literacy allows the viewer to gather the information and ideas contained in an image, place them in context, and determine whether they are valid, these analytical skills are valuable across a range of subject areas (Thibault and Walbert, n.d.). Frameworks such as see, think wonder and the four resources model guide students to make judgments and think deeply about what they see. Acquisition of these skills allow students to become competent creators of imagery, as they use images to convey messages and express their learning. Bloom’s taxonomy states that creative design is the most complex type of thinking, this type of thinking stems from a foundation of critical analysis (Anderson, 1990 as cited in Innovative Teachers Companion, 2011). In a practical way images can be used as stimulus for a lesson or unit, to convey information about a student’s personal experiences or as a means to teach critical analysis.
Group 3 Tool
This group of tools focuses on programs that present information, such as PowerPoint, Prezi and Glogster. These tools uses multimodal platforms, to engage students whilst conveying information (Group 3 Tools Blog). I have chosen Prezi over the other tools because it allows students to see the big picture as well as how the minute details inform and contribute to a broader perspective.
Uses in the learning context
Prezi could be used in all different subject areas to convey information and engage students with large pieces on information. The zoom function allows teachers to direct students to what is important and focus on key ideas in large pieces of text (Hill, 2011). It is important to use the navigation skills to enhance communication, this can be done by zooming in on an unknown word and giving a definition or providing images or video to clarify key points. Once the students have taken a closer look at a word or concept they are able to zoom back out and continue learning about the overall topic. Students who use Prezi to demonstrate their learning, not only present information but have the opportunity to demonstrate that they understand the relationship between key concepts and how they contribute to the big picture. This type of analysis encourages critical analysis and higher order thinking which enriches the learning process.
Group 4 Tool
The tool I have chosen to focus on is the iPod touch, a mobile device that is full of excellent uses in the learning context. The iPod touch allows students access to the internet, educational applications, it is a camera, calculator, notepad and so much more all in one small package. The Apple (2011) company who make the iPod, state that “apps helps transform the way teachers teach and students learn and there are apps for every subject and every stage of learning”.
Uses in the learning context
Many people view mobile devices as a distraction but Fang (2009) states that educators must adjust their view and see the distraction as a challenge or opportunity to change the design of teaching, using innovative technology to reform education. The iPod is versatile in use and provides easy accessibility because of its size and internet access. Throughout this course I have learnt about and used video, audio, images, presentations, wikis and blogs, all of these things can be accessed with the iPod. In addition to these functions the iPod is loaded with apps that enable the teacher to differentiate learning for students in the class. The iBooks program can be loaded to target individuals reading levels or the translator can be used for ease of communication with ESL students. Please see my blog for more information about how the iPod can be used in the classroom. (Group 4 Tools Blog)
There are many interesting tools that can be used in the classroom. It is important that teachers become digitally literate and seek ways to incorporate these tools into the classroom to engage students and transform learning. E-learning is a transformation on learning because it is relevant, fast and interactive. Exploration of these tools has made me excited to take this knowledge and apply it in future planning for learning.
References
Apple. (2011). Apple in education: Learning with iPod touch and iPhone. Retrieved from http://www.apple.com/au/education/ipodtouch-iphone/
Department of Education and Early Childhood Development. (2007). A spotlight on reflective practice. Retrieved from http://www.eduweb.vic.gov.au/edulibrary/public/earlychildhood/mch/refpractice/spotref.pdf
Education Queensland. (2008). Department of Education, Training and the Arts. Smart classrooms bytes. Elearning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf
Fang, B. (2009). From distraction to engagement: Wireless devices in the classroom. Retrieved from http://www.educause.edu/EDUCAUSE+Quarterly/EDUCAUSEQuarterlyMagazineVolum/FromDistractiontoEngagementWir/192959
Fasso, W. (2011). Readings: Group one technologies. Retrieved from CQUniversity e-courses. FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au
Hargreaves, D. (1998). Creative professionalism: The role of teachers in the knowledge society (pp. 19 – 24). London: Demos. Retrieved from CQUniversity Course Resources Online FAHE11001 http://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro974.pdf
Hill, P. (2011). Thoughts on using prezi as a teaching tool. Retrieved from http://prezi.com/rfsnedhqmhqa/thoughts-on-using-prezi-as-a-teaching-tool/
Innovative Teachers Companion. (2011). Primary Edition 2011: Innovative teachers companion. Toowoomba, Qld: ITC Publications.
Lein, K. (n.d.). E-learning pedagogy. Retrieved from http://elearningpedagogy.com/constructivist.html
Megrel, B. (1998). Instructional design and learning theory. Retrieved from http://www.usask.ca/education/coursework/802papers/mergel/brenda.htm#The%20Basics%20of%20Behaviorism
Mishra, P. & Koehler, M. (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au
Practical Radical Innovative. (2011). De Bono thinking systems: Six thinking hats. Retrieved from http://www.debonothinkingsystems.com/tools/6hats.htm
Prensky, M. (2001). Digital natives, digital immigrants. On the horizon (Vol 9 (5)). MCB University Press. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://e-courses.cqu.edu.au
Siemens, G. (2004). Connectivism: A learning theory for the digital age. Retrieved from http://www.elearnspace.org/Articles/connectivism.htm
Snowman, J., Dobozy, E., Scevak, J., Bryer, F., Bartlett, B., & Biehler. R. (2009). Psychology applied to teaching (1st ed.). Milton, QLD: John Wiley & Sons Australia Limited.
Teachers First. (2011). Wiki walk through. Retrieved from http://www.teachersfirst.com/content/wiki/
The New Media Consortium. (2005) A global imperative. The report of the 21st century literacy summit. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au
Thibault, M., & Walbert, D. (n.d.). Reading images: An introduction to visual literacy. Retrieved from http://www.learnnc.org/lp/pages/675
Turner Bisset, R. (2001). Expert teaching: Knowledge and pedagogy to lead the profession (pp. 1 – 19). Great Britain: David Fulton Publishers. Retrieved from CQUniversity Course Resources Online FAHE11001 http://library-resources.cqu.edu.au/cro/protected/fahe11001/fahe11001_cro961.pdf
