E–Learning Reflective Synopsis
According to Prensky (2001), the increase in the use
of technology by students in 21st
Century classrooms, means current educational professionals and systems are not
fully equipped to teach these students effectively (Sharpe & Oliver, 2007).
Educators need to embrace and implement technology in the classroom to provide
learning experiences that ensure student success (Mishra & Koehler, 2006).
Mishra and Koehler(2006), state that many educators are trained in the specifics
of a new computer program or digital tool but do not understand how to
incorporate this new technology with content and pedagogy, as described in the TPACK
Framework (Mishra & Koehler, 2006). Similarly, educators who are digital
immigrants, fail to comprehend how to enhance the learning of the digital
natives in their classrooms (Prensky, 2001).
Engaging in the use of digital tools whilst incorporating relevant
learning theories and learning styles provides opportunities for student
engagement and academic success. With the increase use of technologies legal,
safety and ethical concerns such as bullying, copyright and codes of practice
have also increased (CQU, 2011).
As evidenced throughout this working blog, Information,
Communication and Technologies (ICT’s) are advancing quicker than many
educators can keep up with (Mishra & Koehler, 2006). For instance, having
commenced study again after 7 years away from any educational institution, I
had never designed a website, a wiki, used movie
maker or jelly
cam nor did I have any idea what an avatar was
except that it was the title of a movie. Who knew that there were tools other
than Powerpoint, which
was familiar to me, like Prezi that
added that different dimension to presenting information? Ed
Studio, a Learning Place website, set up specifically for student teacher
use, was an eye opener for this digital immigrant. Today’s technologically
savvy students think and process information fundamentally differently than
what those who went before them did (Prensky, Digital Natives, Digital
Immigrants, 2001).
With such a variety of different digital tools at educators disposal it can be exciting,
daunting and time consuming (Mishra & Koehler, 2006) trying to figure out
how to use these tools. Deciphering which tools to use (Sharpe &
Oliver, 2007)
to promote higher order thinking and learning for these students who speak an
entirely new and different language (Prensky, Digital Natives, Digital Immigrants, 2001) may also present
some challenges for educators.
Sharpe &
Oliver(2007), suggest that the first step in choosing appropriate technologies
is to know what technology is available. Once that has been determined the technology
must then be integrated and combined with knowledge about teaching (Pedagogy)
and knowledge about the topic being taught (Content), to ensure the knowledge
about the technology is not deemed useless (Sharpe & Oliver, 2007). Technologies need to be more than a ‘bolt on’
to already established curriculum design (Sharpe & Oliver, 2007). Rather, integrated
learning experiences using technology should be an integral part of scaffolded
teaching and learning experiences (Sharpe & Oliver, 2007). Taking into
consideration students learning styles and learning theories (pedagogy) can help to ensure the correct digital tools are
used to teach the correct subject matter (content). All four digital tools
discussed below are perfect examples of the TPACK framework (Mishra & Koehler, 2006) in use and incorporate
Bloom’s Taxonomy by providing the learner with an opportunity to acquire new
skills, knowledge and attitudes (Blooms Taxonomy of Learning Domains, n.d)
Digital Tool 1 – Online Tools
All online tools including
blogs, websites and wikis are effective tools that can be easily incorporated
into everyday classrooms. Being able to scaffold lessons, embed videos and
music, upload documents and information caters for a diverse range of learners.
Online tools promote creativity, encourage connecting with other students and provides
opportunities for students to move into higher order thinking. Online tools such as the Back to the Future Wiki and the Mobile Phone Wiki considered the learning styles of each student
and provided a scaffolded constructivist approach to learning. Online Tools are
good for all Learner types. The Mobile Phone Wiki suited the global learner who
could look at the task as a whole and the sequential learner who would prefer
to go through it step by step with the scaffold provided. Online Tools encourage
the participation of the sensing and intuitive learner and enticing the visual and
verbal learner whilst engaging the
active and reflective learner (Felder & Solomon, n.d). The benefits of online
tools are that they are easily accessed
anywhere there is internet, so can be used at school or at home giving the
student more options to engage with their learning journey. The use of DeBonos 6 Thinking Hat Strategy as
a scaffold in the Mobile
Phone Wiki was very constructivist and connectivist in its design, enabling
learners to construct their own learning whilst connecting and collaborating
with other learners (CQUniversity Australia, 2012). The only ethical or
privacy concern that was evident with the Wiki was the ability for each learner
to change information or contributions submitted by other learners. Personal saftey is not so much of an issue
with online tools as they can be password protected and set for private access only,
ensuring that only those you want to be a part of the wiki are. These online
tools could be very beneficial for use in the classroom across all curriculum
areas but students would need to be reminded of correct ethical and legal behaviour.
Digital Tool 2 – Visual and
Audio Tools
Multimedia tools are a primary
source of information in the digital age (CQUniversity Australia, 2012) and can be seen
anywhere on the internet, including sites such as Facebook, Youtube and most
websites you visit. There are a diverse range of programs that allow you to
work with this type of digital tool. Some can be downloaded free to a computer
ensuring safer practices such as Jelly
Cam, photostory and Audacity. Some tools may be a software program already
on most computers like Movie
Maker or Powerpoint;
whilst others are only accessible online - flickr, wordle
and many more. Those that are accessible
online do require more saftey measures to be put in place. Whilst they require
an individual login and password it is online and some sites cannot be made
private. This is the potentially a drawback to using the online tools but if
educators observe and explain the importance of cyber saftey and stranger
danger, then there is no reason the online tools cannot be utilised to enhance
the learning of students. It is important to consider the reason behind the use
of Mulimedia in teaching (CQUniversity Australia, 2012). It is not entirely
to make the subject look appealing although this is an advantage. Mulimedia
tools can be used to showcase students at work using photos and music (see an
example of my completed video using Movie
Maker), inform students of necessary information regarding a specific
subject matter and allow students to be creative through a variety of ways.
Again this digital tool can be engaged with most learner types if used
appropriately. Teachers can present learning materials in a way that engages
thinking, influences feelings and supports skill development (Blooms Taxonomy
of Learning Domains, n.d; CQUniversity Australia, 2012).
Digital Tool 3 – Presentation
Tools
Presentation tools including,
powerpoint, prezi (a zooming presentation tool) and glogster(an online
scrapbooking tool), enable interactivity and are multimodal sources (CQUniversity Australia, 2012) meaning that text,
audio, images and movies can be incorporated in the use of these tools. This
opens up many opportunities for students to narrate stories, edit their own
information, take pictures and be creative with how they present it to their
audience. Presentation tools are more than an accompaniment to oral
presentations. Powerpoint and Prezi
are easy to use and easy to access. Powerpoint, however is a software package
on the computer and Prezi is an online tool which everyone can see. Again the
saftey, legal and etchical concerns must be addressed when using Prezi or
Glogster as an online tool. When I used Prezi, I must admit I found it difficult
at first, but with some education in its use it would definitely be a tool to
use in the classroom both as a teaching tool and as a student tool. Prezi lends
itself more to the global learner (Felder
& Solomon, n.d)
as it shows you the bigger picture and then breaks it down into smaller bite
size pieces. Powerpoint is more for the sequential, linear learner. Presentation
tools are engaging, fun to use and definitely have their place in the
classroom.
Digital Tool 4 –Animation and
Simulation Tools
With shows like Wallace and
Grommett, Shaun the Sheep and Pokemon, incorporating the use of digital and
clay animaltion, the use of digital tools such as these, avatars and
simulations can help students to engage in fresh and exciting ways. There are
many programs available such as Voki, Crazy Talk animation, Common Craft Style
animation etc, that can be used by students as young as prep age. Here is an
example of what my 6 year old created when using
Voki. She took ownership of this, was highly engaged and was delighted with
the final product. This speaks volumes to me as to how effective something like
a Voki would be in a classroom. Students who don’t want to use their own voice
can type in text to show what they want their character to say. Programs like
Zooburst that enable students to create their own pop up book are highly
engaging and promote the use of literacy skills, build confidence in speaking
skills and help students to design their own learning. Students can collaborate
together or work individually to produce unique art forms that can be presented
to other year levels. Again considering the safe, legal and ethical aspects of
using digital tools is crucial.
For e-learning to be effective
in the 21st century classroom, educators must embrace higher order
thinking frameworks like TPACK and rethink pedagogy and content to see how it
can be integrated with technology to form learning experiences that ensure the
success of students (Mishra & Koehler, 2006). Sharpe and Oliver(2007),
state that e-learning is more than being trained in the latest software or program
and has everything to do with course design. If e-learning is to enhance the
learning journey of each individual learner then digital tools need to be used
a part of the course design (Sharpe & Oliver, 2007). Digital tools have
significant ability to engage those who are disengaged, build confidence in
those who lack confidence and to encourage the ability in each student to
succeed. Prensky (2005) says this: “All
students we teach have something in their lives that’s really engaging –
something that they do and that they are good at, something that has an
engaging creative component to it”. Therefore, it is necessary to engage
students using technology they can be creative with.
References
CQUniversity
Australia. (2012). FAHE 11001 - Managing E-Learning - A Brief Overview of
Learning Theory. Rockhampton, QLD: Author.
CQUniversity
Australia. (2012). FAHE 11001: Managing E-Learning - Group 3 Tools.
Rockhampton.
CQUniversity
Australia. (2012). FAHE: 11001 - Managing E-Learning: Images. Rockhampton.
CQUniversity
Australia. (2012). Managing E-Learning - Overview Week 4. Rockhampton.
Felder, R. M.,
& Solomon, B. A. (n.d). Learning Styles and Strategies. Retrieved
from North Caroliner State University: Felder and Solomon - Learning Styles
and Strategies:
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/ILSdir/styles.htm
Mishra, P., &
Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A
Framework for Teacher Knowledge. Teachers College Record, 1017-1054.
Blooms Taxonomy of
Learning Domains. (n.d). Retrieved from The Performance Juxtaposition Site:
http://www.nwlink.com/~donclark/hrd/bloom.html#cognitive
Prensky, M.
(2001). Digital Natives, Digital Immigrants. On the Horizon, 1-6.
Prensky, M.
(2005). Engage Me or Enrage Me - What Today's Learners Demand. Educase
Review, 60-62.
Sharpe, R., &
Oliver, M. (2007). Rethinking Pedagogy for a Digital Age - Designing
Courses for e-learning. New York: Routledge.
