Reflective Synopsis
E-Learning can be defined as the ability to engage, enhance and extend learning through the use of information communication technologies (ICT) (Waterhouse, 2003). This is achieved through creative and innovative means of delivery seamlessly combined with sound pedagogical knowledge and practice (Waterhouse, 2003). Rather than technology simply being integrated into the classroom, technology should transform the learning and give the opportunity for students to explore and engage with new knowledge in a relevant and meaningful way (Waterhouse, 2003).
Students of today differ vastly from that of previous generations (Prensky, 2001). Students of the 21st century have grown up surrounded by technology and are not accustomed to functioning without it. These students have been described as Digital Natives (Prensky, 2001), as digital technologies come naturally to them. On the other hand, digital immigrants are that of a generation that thinks and processes information in a fundamentally different way (Prensky, 2001). Digital immigrants have not grown up speaking the digital language, it has to be learned and therefore carries an accent. Prensky (2001) states that “our Digital Immigrant instructors, who speak an outdated language (that of the pre-digital age), are struggling to teach a population that speaks an entirely new language” (p.2). This is where a shift in teaching practices should be occurring. Rather than going against the learners natural need to stay informed and connected, as future educators we should be aiming to harness and enhance this drive for creativity and connectedness.
21st century society has seen an undeniable shift in the way students learn, with a much greater focus being placed upon creativity and innovation. E-Learning provides the opportunity for this goal to be achieved. Highlighted by a number of key researchers on the topic, is the notion that technology cannot effectively stand alone in the classroom (Mishra & Koehler, 2006). Technology for learning should be accompanied by digital learning design and effective pedagogy (Mishra & Koehler, 2006). Effective digital pedagogy strives to enhance and facilitate learning with regards to technology. Much like providing effective pedagogy in the traditional classroom (authentic learning & real life context), digital pedagogy aims to provide authentic and real life contexts with the added dimension of technology.
Scaffolded Learning – Online
Just as appropriate scaffolding is crucial to the traditional classroom, so too is it a vital part of online learning. Technologies such as blogs and wikis without carefully considered scaffolding would become a hindrance in the classroom as students would quickly become disengaged. According to Prensky (2005) if you cannot engage learners in education then you will enrage them. Therefore appropriate task management steps should be taken in order to avoid this.
An example of scaffolded online reflection can be seen on the Managing E-Learning Mobile Phone Wiki. This wiki utilises De Bono’s 6 Thinking Hats as a reflective tool that provides learners with a framework for thinking. Each hat asks students to consider the topic from a different perspective. This style of learning (through a wiki) allows students to read, interact and respond to the thoughts and opinions of their peers before adding their own comments. Students are reflecting alongside their peers, which for some will be a new aspect of e-learning. This method of reflection lends itself well to constructivism, where learning is founded upon interactions within a learning community; learning from others. This method of scaffolded reflection, through a wiki presents a broad range of benefits that could be altered to suit any given context, and therefore would be a useful classroom tool.
As always, there is a negative aspect to this technology rich learning environment. Online safety and etiquette have become very prominent issues in today’s society. As future learning managers and educators of 21st century students it is crucial that learners are aware of how to behave appropriately while online. These safe, ethical and legal behaviours should be modelled and practiced by the learning manager in order to provide the students with an appropriate guide to staying safe online. This includes obtaining parental or author permission, appropriate use of photographs, copyright and bullying issues. For more information about online safely and ethical behaviours see the Education Queensland website.
Group 1 Technologies- Wiki – Online Collaborative Learning
The first online technology that I will be discussing is wiki’s. Prior to this course I was aware of what a wiki was however I was unaware of the multitude of benefits that this program could possess when effectively utilised in a classroom setting. This online collaborative learning tool presents great opportunities when it comes to group work or assignments, home-school communication and sharing of ideas and knowledge.
I have selected to further deconstruct this digital resource because when incorporated into the classroom, alongside effective digital pedagogy, wiki’s have the potential to transform learning and enable students to develop a deep understanding of concepts through exploration and collaboration. As a future educator of students of the 21st century I believe that these are remarkably crucial aspects of a modern learning environment. Students need to be given opportunities to develop these types of skills and knowledge as it may form the basis of their career later in life. For further information and suggestions regarding wiki’s visit my blog posting about Wiki’s for collaborative learning, from here you can visit my E-learning wiki.
Group 2 Technologies – Podcasting – Auditory Technology
The second technology that I will discuss is podcasting. A podcast is simply a recorded sound file that is shared through the internet; however the possibilities when used to enhance learning are endless.
I believe podcasting to be a very under-estimated form of technology when it comes to classroom use. With learners constantly surrounded by countless visual cues and stimuli it can become overwhelming. And with a great focus being placed on students being visually literate and achieving high standards of visual literacy it is important not to disregard the other senses. Auditory technologies, like podcasting, have the potential to develop a vast range of important skills. These skills include listening, speaking, communication, technology, collaboration, auditory, media literacy, presentation and oral frequency skills.
I believe there to be two main functions of podcasts. Firstly, students listening to and interacting with podcasts; this form of podcasting can be utilised when students are absent from school (either sick or holidays etc), revision or reviewing previously covered content. Course or lesson content can be recorded and uploaded to be accessed anywhere at any time. This form of podcasting can also form the basis of differentiated instruction or delivery in the learning environment, as students can listen and respond at their own pace.
Secondly, podcasts can be created by students themselves. Student creation of podcasts promotes higher order thinking skills, innovation, creativity and increases engagement with the topic or concept. Link to my blog post regarding podcasting (also link to my wiki about podcasts)
Group 3 Technologies – YouTube – Multimedia
The next ICT tool I selected is YouTube. Kearney & Shuck (2006) state that digital video can be used in a large number of ways within the learning environment for communication and observation purposes. When used effectively in the classroom, YouTube can be a highly efficient means of capturing students’ attention and beginning the thinking process regarding the given topic. It offers a multimedia approach which caters for a large percentage of students preferred learning styles.
This form of digital technology can then be extended, with students creating their own videos. This opens up a world of opportunity and problem solving skills using ICT.
For more information, refer to my blog post regarding YouTube
Group 4 Technologies – Prezi – Engaging Presentation
The final digital technology that I have chosen to deconstruct is the online presentation tool Prezi. Unlike largely common presentation tools like PowerPoint, that work in a linear format, Prezi gives a holistic and interchangeable view and approach to the presentation; therefore catering for a larger variety of learning styles and offering a more engaging presentation.
Prezi also possess great benefits in the construction phase, multiple users are able to sign in at once which means that several students can be adding to and editing the presentation simultaneously. This would be of great benefit when completing group assignments or class projects.
As a future learning manager this e-learning course has opened up a vast range of professional learning and development opportunities to improve my skills in the area of technology for learning. I have engaged with and had the chance to explore a large selection of online and digital technologies and have experienced to benefits that can be seen within the classroom. Due to the ever-changing nature of current technologies I believe that it is important that this is not the end of my education in ICT, rather that it is an ongoing venture, constantly refreshing and updating my skills and knowledge. I look forward to incorporating e-learning into my own classrooms in the future to assist in enhancing, supporting and transforming students learning and achievement through technology.
References
Education Queensland. (2008). Smart Classrooms BYTES. Retrieved from: http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf
Mishra, P. & Koehler, M. (2006). Technological pedagogical knowledge: a framework for teacher knowledge. Teachers College: Columbia University
Prenksy, M. (2001). Digital natives, digital immigrants. On the Horizon 9(5), 1-6.
Prenksy, M. (2005). “Engage me or enrage me” What today’s learners demand. Education Review 40(5), 60-64
Waterhouse, S. (2003). E-Learning: distributed learning for adults. Retrieved from http://adulteducation.wikibook.us/
