We live in the 21st century. We are constantly surrounded by digital technology and expected to be technologically skilled in many areas and be ably to swiftly pick up the use of new computers, ipads, ipods, social media and the like. Children are no different. Today’s children live think and learn in an increasingly online world. This is why in today’s classrooms it is fundamental that we integrate technology with pedagogy; E-Learning.
Over
the last 5 weeks, I have explored a range of multi modal technologies as well
as investigated issues and core ideas, through this reflective synopsis I will look at the implications and connections between e-learning,
learning theory, digital pedagogy, higher order thinking, working safely,
legally and ethically online and how these create core ideas
‘21st century education integrates
technologies, engaging students in ways not previously possible, creating new
learning and teaching possibilities, enhancing achievement and extending
interactions with local and global communities.’
(MCEETYA ICT in Schools Taskforce,
‘Contemporary Learning’ document in Learning in an Online World, 2005)
(Department of
Education and Early Childhood Development, 2009) recommend e-learning in
schools saying that using ICT for learning is the responsibility of teachers
and school leaders to prepare students for the demands of an ever-changing
world through facilitating learning in a technology-rich environment where
students and teachers don’t just learn about technology, but use it to achieve
powerful learning and teaching and improve student learning outcomes.
Whilst using
interactive tools in the classroom, it is important that the safety and privacy
of students and the school is maintained. Another issue that arises with using
the Internet is plagiarism and copyright issues. Throughout this course I have
found myself making tons of accounts for the digital platforms that I have used
(blogger, audioboo, flickr, wikispaces etc), when these are made, my
information is out there for anyone to see; so it is so important that kids
know this too. Before this course I didn’t know that you had to get permission
off someone to use their picture (even if it was on google images) in a blog. I
wouldn’t imagine the kids would either…although there is some help now that can
educate about these issues.
The Cyber Teach
Toolkit - Safe and Responsible Use of Digital Technologies has been designed for schools to implement safe and ethical
behavior when using digital technologies. It encourages the understandings of
behaviors needed when using the Internet.
Technology in the
classroom has the ability to be collaborative which has many benefits. The importance of collaborative learning is that “students
are responsible for one another’s learning as well as their own and that
reaching the goal implies that students have helped each other to understand
and learn” (Dooly, 2009). So far, majority of my ICT tools have been
collaborative based. The first activity that I analysed was a wiki about mobile phones in the classroom using the 'De Bono's hats' matrix, everyone input their ideas- sharing points and ideas on the topic. I went into the activity very closed minded, and came out with a very open one. Everyones ideas were valued in the activity and also brought a recognition of difference into the situation. This activity encouraged higher order thinking - Blooms Taxonomy shows this through the learning domain.
Collaborative learning fits into the core learning theory; social constructivism. The newest core learning theory to be recognised is 'connectivism' - learning in the 21st century.
I see the students of today being the luckiest of all- information is so readily available and with devices such as ipads and phones, pretty much accessible from anywhere. This 'connectivism' theory is based on the knowledge to find the information rather than the information itself. More of this is explained in previous blogs.
This diagram reinforces the links between Learning Theories, Core Key Ideas and Productive Pedagogies. As can be seen, each links to each other and they intertwine to show each links to the other.
 |
| Image retrieved from http://moodle.cqu.edu.au/mod/page/view.php?id=146082 on August 19, 2013. |
Collaborative learning fits into the core learning theory; social constructivism. The newest core learning theory to be recognised is 'connectivism' - learning in the 21st century.
I see the students of today being the luckiest of all- information is so readily available and with devices such as ipads and phones, pretty much accessible from anywhere. This 'connectivism' theory is based on the knowledge to find the information rather than the information itself. More of this is explained in previous blogs.
This diagram reinforces the links between Learning Theories, Core Key Ideas and Productive Pedagogies. As can be seen, each links to each other and they intertwine to show each links to the other.
 |
| Retrieved from http://managinge-learningteisha.blogspot.com.au on August 19, 2013 |
Education Queensland identifies digital pedagogy as being "a new way of working and learning with ICT to facilitate quality learning experiences for 21st Century learners. Digital Pedagogy moves the focus from ICT tools and skills, to a way of working in the digital world". Everyone at school would have done a research / presentation task, if they were prescriptive they most likely were recall and presentation and lower order thinking and wouldn't reach the standards for todays Student ICT expectations. How can ICT be incorporated into the classroom?
TPACK - Technology, Pedagogy and Content Knowledge (Mishra and Koehler, 2006). Throughout researching technology and tools over the last term; there are so many way that they can be integrated into the classroom, the TPACK framework suggests that the best way to teach is to have a balance of these components - as seen in the diagram below. No learner learns the same way; therefore it is fundamental that the pedagogy caters for all learners.
TPACK - Technology, Pedagogy and Content Knowledge (Mishra and Koehler, 2006). Throughout researching technology and tools over the last term; there are so many way that they can be integrated into the classroom, the TPACK framework suggests that the best way to teach is to have a balance of these components - as seen in the diagram below. No learner learns the same way; therefore it is fundamental that the pedagogy caters for all learners.
 |
| Image Retrieved from http://moodle.cqu.edu.au/mod/page/view.php?id=146080 on August 19th, 2013 |
We are living in the digital age, as a future learning manager I won't back away from using technology to enhance my students learning- and current teachers shouldn't either. With Learning theories that address the productive pedagogies and a range of technologies, students have extended chances to reach the desired learning outcomes.
It is important that learning managers can teach and demonstrate a range of digital tools as the 21st century is the digital age and I know that from this course, it has taught me to embrace the new age and never be afraid to experiment with technology platforms- because you never know what you will discover.
Reference List
Department
of Education and Early Childhood Development. (2009). Elearning planning guide.
Retrieved from: http://www.education.vic.gov.au/Documents/school/principals/curriculum/elp09.pdf
Dooly, M.
(2009). Constructing knowledge together. Retrieved from http://pagines.uab.cat/melindadooly/sites/pagines.uab.cat.melindadooly/files/Chpt1.pdf
Mishra,
P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A
Framework for Teacher Knowledge. Teachers College Record, 108(6),
1017-1054.
