E –Learning Design -Analysis of Digital Technologies
Reflective
Synopsis
Presentation
of a reflective synopsis providing an exploration of four digital tools
selected from information provided in the first 5 weeks of the course subject -ICT for Learning Design-EDED 20491.
Name: Micchelle Huxtable
Student Number: s0224383
Date:19/04/2013
21st Century Education -U Tube
Teaching in the 21st
Century, is evolving in line with the progressive and global trends in
technology today. Over the past 5 weeks my personal journey, with e-learning and
the exploration of digital tools and ICT has been primarily positive and
engaging, however I do confess to feeling like a beleaguered student at times,
as my previous experience with digital tools was notably limited.
E-Learning
The definition of
e–Learning according to Tinio (2002) is learning incorporated both at an
informal and non formal level, that utilises an information network–internet
and intranet.The use of a digital device,is designed to support education for
course delivery interaction and facilitation.
Analysis of current
literature reinforces, what Facer and Green (2007) assert, that
digital technologies provide an improved framework and pathway for teaching and learning as opposed to the traditional schooling methods. Tinio (2002) further argues that ICT can provide the platform to expand and increase access and improve the relevance and quality of education. Digital pedagogyy facilitates education to be more student focused, as it is supporting education that is directed by individuals learning needs.Consequently it could be suggested that the value of what Edson (2007) terms “user driven education” is a fundamental challenge to the formal educational establishment. Whilst some scholars may differ it seems that this debate highlights a dramatically different educational setting –“where students are active participants or co producers of knowledge rather than passive consumers of content and learning is seen as a participatory social process.”
digital technologies provide an improved framework and pathway for teaching and learning as opposed to the traditional schooling methods. Tinio (2002) further argues that ICT can provide the platform to expand and increase access and improve the relevance and quality of education. Digital pedagogyy facilitates education to be more student focused, as it is supporting education that is directed by individuals learning needs.Consequently it could be suggested that the value of what Edson (2007) terms “user driven education” is a fundamental challenge to the formal educational establishment. Whilst some scholars may differ it seems that this debate highlights a dramatically different educational setting –“where students are active participants or co producers of knowledge rather than passive consumers of content and learning is seen as a participatory social process.”
Other significant
benefits for students include, the facilitation of job preparedness in the
workplace through the acquisition of digital age literacy, promoting high order
thinking, problem solving, and motivation. Mchouglan and Lee (2008).
Prensky (2005),confirms that for the most part, 21st Century learners, primarily Gen Z, are what is aptly termed “Digital Natives”,as they have been raised in the period of “digital technology”. ICT can provide the necessary visual and auditory engagement which alot of students relate to and are stimulated by.
Prensky (2005),confirms that for the most part, 21st Century learners, primarily Gen Z, are what is aptly termed “Digital Natives”,as they have been raised in the period of “digital technology”. ICT can provide the necessary visual and auditory engagement which alot of students relate to and are stimulated by.
Davis (2013) http://coolcatteacher.blogspot.com.au/
In my research
online for ICT, I discovered the above visual image on a teachers blog of the use
of technology in education. I felt it represented the multi-faceted interface
between ICT and Pedagogy.
Reflection of use
of ICT in the class room.
On reflection, of
my learning's with ICT as highlighted throughout my blog, it was reinforced that
acknowledging the diversity of students learning styles and adapting teaching
styles to engage students is crucial when scaffolding your subject lessons. The
utilisation of learning theories (Constructivism, Blooms Taxonomy, Cooperative
and Collaborative Learning) when utilising ICT tools is fundamental to
effective pedagogy. Reference to my blog address provides reflections on the use
of digital pedagogy's to enhance student learning.
Group1 - Teaching Context –Blogs
In a teaching context, I would utilise a blog for teacher and class portals. With the introduction of a teachers individual blog, an example could be set for the design and layout of the blog home page and could incorporate a framework for how the class portal could be developed.This could include the parameters and guidelines for the operational use of the blog ,incorporating ground rules for safe and legal use of this ICT tool within the classroom environment. Other sources of information contained on the blog could be information pertaining to homework and assignment topics, classroom updates etc. The blog as an ICt tool could be adapted for the lower primary or upper primary school years.
The class blog can be set up with its own portal, as discussed in my blog. My blog page provides a link to a class blog and highlights the range of features it provides. As identified the class portal blog also contains individual student blogs. Students can use the blogs for interacting and collaborating with other students in the classroom, they can also respond to set work related tasks, and work on joint projects. The class blog can incorporate a home page which can also assist to provide the appropriate platform for guiding principles on the effective use of blogs in the classroom. Privacy settings allow the teacher to limit the registration of users and input or provide an administrator role with student blog entries.
There is a diversity of web sights that have interesting blogs that focus on teaching strategies for the upper/ lower primary school students. Blogs would be one of my favorite digital tools due to its user friendly interface, and the simple yet effective opportunity it presents for teachers and students in the class room.
The Legal Safe and Ethical Practices and learning theories have been included in my blog.
I have also included a blog posting on Wikis as part of the Group 1 tools as it would be another digital tool that could be used to enhance and transform learning for students. As a group exercise I really enjoyed the wiki phone activity as it highlighted that the application of learning theories such as De Bonos thinking Hats can provide an opportunity for high order thinking.
Group 2 - Teaching Context - Pocast
In the learning environment, I would perceive that pod casting would be a very useful tool for disseminating content knowledge on course material. A range of resources are available on the web, that provide audio and video podcasts that can link with the KLA’s. The link below highlights a podcast for a history course subject- Roman Empire.
An extension of the use of podcasting in the classroom would also include assisting the students to work on the design and implementation of their own podcast.This could involve creating and combining an audio/visual podcast on the course subject in groups or on an individual level. Students could then present this to the class, which provides opportunities for public speaking. The use of ICT tools such as podcasts to develop and enhance knowledge /skill, and construct and apply knowledge to a particular subject matter is highlighted in the following extract from.QCAR
On reflection and consideration of learning styles for students and podcasts, I feel podcasts would be a powerful tool for a diversity of learning styles -visual /verbal auditory /active/reflection and global learners. I would use podcasts in a primary school classroom as it is a stimulating and engaging digital tool for young learners.
The Legal, Safe and Ethical Practices on line and learning theories have been included in my blog on podcasts.
A number of blog sites, on the use of podcasts in the classroom provided some interesting resources that would be applicable to teaching in the primary school years. My experience of interacting with podcasts is provided in my blog on podcasts.
Group 3 Teaching Context -Glogsters
My learning curve with digital technologies such as glogsters is growing significantly. It is really interesting and fun to use and I look forward to exploring the functions and programin a classroom environment.
The activity I undertook through Glogster EDUWeb 2.0 (2009-2013) would be advantageous to students as it was user friendly and allows students to create and explore glogs using a with a range of tools.This is also safe for students as it is in a controlled web environment.
In the classroom environment, glogsters could be applied to a range of teaching settings incorporating the creation of information for course units, curriculum links and session sequencing. As a teacher I would include glogsters in lesson plans, assignment construction and collaborative project activities. In utilising glogsters the need for scaffolding/sequencing becomes significantly important.Thus when introducing the course lesson, I would need to provide step by step instructions of what students need to do to meet the requirements of the task and any evaluation tools to ensure students are clear about the outcomes required.
Examples of the effective use of a glog included the incorporation of a book review utilising a glogster.
The Legal, Safe and Ethical Practices on line and learning theories have been included in my blog on glogsters.
My personal experience in using a glog was fun and user friendly.
Group 4 –Teaching Context –Titan Pads
Titan Pads could be used in a number of learning situations for teachers in students in the classroom. As a collaborative online tool , a forum for projects or study groups could be set up in order to discuss and share ideas and information prior to a project or exam.
An example of K-W-L as a teaching strategy could be adapted for use on the titan pad.
It could also be used for groups that are working long distance and require
planning and group sessions in order to plan and develop materials, papers, and
presentations. It provides all students one accessible site which allows for
quick and easy access.
The Legal, Safe and Ethical Practices on line and learning theories have been included in my blog on titan pads.Conclusion
The rapidly changing world in education and teaching ,is evolving and shifting to meet the educational needs of students in this century. Today's teachers, need to continue to develop and enhance their professional knowledge of ICT while also ensuring that the significance of the pedagogical framework that underpins this technology is explored and refined to maintain high quality teaching and student centred learning.
Additional Information: In my exploration of other blogs created by students in this course, I was impressed by the creative talent and analytical reflections undertaken by course colleagues.
References
Boggis.,L(2013) My year as a Pre Service teacher.Retrieved from http://leighspsteacherblogspace.wordpress.com/
Davis .V. (2013)Cool Cat Teacher blog. Teaching students
with new tools, enthusiasm, and belief that teaching is a noble calling.Retrieved
fromhttp://coolcatteacher.blogspot.com.au/
Department of Education training and the Arts.(2007)Information
and communication Technologies ICTS. Cross Curriculum priority by the end of year 7.Retrieved fromhttp://www.qsa.qld.edu.au/downloads/p_10/qcar_ccp_ict_yr7.pdf
Edson ,J (2007)Curriculum 2.0 User Driven Education.The
Huffington Post.
Fasso,W.(2013) Web 1.0 and Web 2.0.retrieved from
CQUniversity e-courses, EDED20491 ICTS for Learning Design. http://moodle.cqu.edu.au/mod/page/view.php?id=115356;
http://moodle.cqu.edu.au/mod/page/view.php?id=115241
Facer, K.,Green H. (2007)Curriculum 2.0;educating the digital generation.Demos collection 44-58.
Facer, K.,Green H. (2007)Curriculum 2.0;educating the digital generation.Demos collection 44-58.
Glenco, McGraw .Teaching Today (2006).Retrieved from Glenco
onlinehttp://www.glencoe.com/sec/teachingtoday/educationupclose.phtml/47
Gould (2002) Thinking with the heart.Providing examplesas a
tool for learning.Journal on excellence in college teaching13(1) 5-27
Hendy (2009)Digital tools for Teachers.Strategies to help create fun and engaging learning for the 21st Century. Retrieved fromhttp://digitaltoolsforteachers.blogspot.com.au/search/label/Digitalpedagogy
Hendy (2009)Digital tools for Teachers.Strategies to help create fun and engaging learning for the 21st Century. Retrieved fromhttp://digitaltoolsforteachers.blogspot.com.au/search/label/Digitalpedagogy
Kalantzis, M,&B.Cope2007.Introduction.In a. Healy (ed), Multiliteracies and Diversity in Education: New Pedagogy's for expanding lLandscapes.Oxford University Press,Melbourne.
Laffey.J. (2013)Joe Laffey-ICTS for Learning Design.Retrieved from http://joelaffey.blogspot.com.au/
Mishra, P. & Koehler, M.J. (2006). Technological
Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6),
McLoughlin, C &
Lee.M(2008) Mapping the digital terrain.Proceedings Ascilite 2008.Retrieved
from http://www.ascilile.org.au/conferences/melbourne08/procs/Mcloughlun
updf.
Prensky, M. (2005). “Engage me or enrage me”: What today’s
learners demand. EDUCAUSE review,
September/October, 60-63.
Tinio , V., ICT in Education (2002)E-Primer
Retrieved from http://www.saigontre.com/FDFiles/ICT_in_Education.PDF
