Managing E-Learning Synopsis By Nina Simone Abbott (S0175625)
The development of technology has contributed to significant changes in culture, the economy and human society. Our students toady live remarkably different technological lives to those of twenty years ago. As and educator being introduced into this system we have big roles to play in deigning and delivering fitting contemporary technacy. (Keirl, 2007) Technology in the classroom should enhance learning and higher order thinking but there is no value in just having access to it, it is how we scaffold and utilize it that matters. This synopsis discusses a variety of diverse digital tools and their links to pedagogy. It also looks at different frameworks that can be incorporated into technology and whether or not these tools and frameworks would be appropriate for my future classroom.
The Big 6 Skills is a framework that uses six main skills to assist students in higher order thinking when using information and communication technologies. However I found that this framework could be easily adapted to all learning areas due to its main focus on problem solving. Eisenberg, Johnson & Berkowitz (2010) talk about how students who are taught the Big 6 approach outperformed students who were taught other approaches. This framework helps students and teachers to work smarter not faster and use their information findings appropriately. Each six steps are easy to follow; yet the language used must be continuous and there is need for efficient scaffolding of this tool to see overall benefits.
The Big 6 Skills Framework also sits nicely to the Dimensions of Learning in that it maintains a focus on enhancing learning and problem solving. (Marzano & Pickering, 2006) The Dimensions of learning has a focus on students to acquire and integrate knowledge then following on by extending and refining the information. (Marzano & Pickering, 2006, p. 6) suggest that successful learners develop habits of mind that facilitate them to think critically, creatively and regulate behavior and thinking. Positive habits of mind are evident throughout the Big 6 framework and are defiantly essential when tackling new information when using ICT. Both can be adapted to any task, focus on using knowledge meaningfully and consistent attention to learning. Conversation with Emma and Jasmin Click here
Education Queensland (2008) talks about how digital pedagogy is an innovative way for our 21st century learners to engage in our digital world supporting rich learning in meaningful ways. The initial digital tool was where the journey started with it's free signing up to BlogSpot this is where we created our own personal online journal. (See first ever blog) Blogs provide a communication space for students, teachers and parents. This tool can be utilized at anytime and can help with writing, sharing ideas, and reflecting on the work being undertaken in the classroom. Deng & Yuen, (2009) suggest that the pedagogical benefits of blogs are self – expression, self – reflection, social interaction and reflective dialogue. Blogs make it easy for learners and teachers to revisit, share and seek feedback using the comment section and also gaining information from outside experts. (Deng & Yuen, 2009)
Jean Piaget argued that children and adolescents build their own understanding through interaction with their surroundings and objects in our world. (McInerney & McInerney, 2006) There is a huge increase in complexity of most people’s daily lives through exposure to information, technology and the media and this is where more sophisticated digital tools are coming into play to assist in greater learning. (McInerney & McInerney, 2006). PowerPoint is a tool that can cater for all audiences with its interactive application and visual aid it can keep learners engage through any presentation. Kearsley & Shneiderman’s Engagement Theory (2001) states, “The role of technology in the theory is to facilitate all aspects of engagement”. PowerPoint can be a great way of attracting visual learners to content and give students a new exciting way of presenting assessment. Uploading images onto your PowerPoint is quick and easy and could be used as a hook at the start of a unit. I know that having a visual aid to help explain is always more engaging then just reading about it. If you think back to what helped us learn to read it was the visual aids in a storybook that helped as a prompt. On the other hand we must be careful as Learning Managers that we are not using this tool for the new calk and talk and keeping up to date to weather we are preparing students for a world that has gone beyond PowerPoint. see blog posting on PowerPoint and discussion with Jasmin click here
Concept mapping is another tool i came across and was created using Bubbl.us. (see concept mapping blog) I find concept mapping a wonderful way of brainstorming ideas with students while collaborating ideas as a class or in groups. Marzano & Pickering, (2006) talk about how graphic organizers such as concept maps help students acquire and integrate knowledge and can be used as teacher structured or student-structured lessons. Eisenberg, (2001) who wrote the Big 6 skills suggests that there is information overload these days and that we need to focus on the process as well as the content. Concept mapping sits well with these ideas, yet i prefer to use the old way of pen and paper with graphic organizers with the purpose of them being getting thoughts done in dot point and quickly. Bubbl.us i found was slightly time consuming and i was focusing on how to succeed in the application rather than getting my information down as the thoughts came to me. Concept mapping digitally is a great idea, however i must find another e learning tool for this purpose that is more suitable to my technology abilities. (see conversation on concept mapping click here
Digital video is one of the most effective learning tools that I have come across because of its variety of uses in the classroom. Digital video is a tool that caters for all types of learners and I have been using it frequently in my work experiences classes for dance. You Tube is a fantastic tool for dance you can find all types of dance on You Tube can be used to evoke emotion and be the hook when introducing a new style of dance. You Tube can be used as an analytical along with an inspirational tool to help students create their own choreography and is helpful when viewing what other genres of dance should look like. (see blog posting on You tube click here)
Kearney & Shuck (2004) talk about how the majority of teachers who use digital video in their classroom had common emphasis on developing understanding through commitment. Also noticing that slow learners and reluctant learners had increased motivation. iMovie is a Mac program that I used to explore digital video, however moviemaker is another similar program that is simple to use. See blog posting click here and discussion click here iMovie reminds me of a reflective montage using music, simple words, pictures and videos. Kearney & Shuck (2004) suggests that digital video creates technological literacy’s assisting with personal interest of students in digital video making. iMovie is a great way of expressing yourself, communicate an issue, reflecting on your own or others work and is a key tool for collaborative learning. You can utilize iMovie for a new form of assessment, collation of different dances performed throughout the year or a reflection tool for students and parents.
Students must gain an understanding of the importance of technology in their world. As learning Managers, we must ensure we are competent and constantly engage with technology in order to keep up with our learners. Fox (2007) suggests that in order to contribute and flourish in our digital age and future society all individuals must have the right to become literate in technologies. All digital tools mentioned provide great associations for classroom application. This course has made me realize that technology isn’t that scary and surprisingly a lot of fun once you get the hang of each tool. I am now going to take advantage of what I know, continue along my technological journey and embrace this exciting and interesting way of engaging learners.
References
Central Queensland University (CQU). Keirl, S, Within–it/ Without-it and the search for ethical technology literacy: Volume 27, No 3
Eisenberg, d., Johnson, D., & Berkowitz, B. (2010). Information, Communications and Technology (ICT) Skills. Curriculum based on the Big6 Skills Approach to Information Problem Solving. Retrieved from http://moodle.cqu.edu.au/file.php/4033/lmc_Big6-ICT_Curriculum_LMC_June2010.pdf
Eisenberg, D., Johnson, D., & Berkowitz, B. (2010) Retrieved from http://www.big6.com/
Kearnsey, M., & Shuck, S. (2004). Teaching and learning across the curriculum with student-generated video. Sydney, Australia: Teaching Learning and Development Research Group.
Marzano, R.J., & Pickering D.J. (2006). Dimensions of Learning: Teacher’s Manual (2nd ed.). Heatherton, VIC: Hawker Brownlow
McInerney, D.M., & McInerney, V. (2006). Educational psychology: Constructing learning (4th ed.). Frenchs Forest, NSW: Pearson Education Australia.
Queensland University of Technology, 21st Century Children, Numeracy and Technology: Fox, L.J., (2007) Available: http://eprints.qut.edu.au
