“Our students have changed radically. Today’s students are no longer people our educational system was designed to teach” (Prensky, 2007). The sheer volume that students interact with ICTs creates an issue for future learning managers as they need to ensure that they are using a variety of ICT tools. This is needed to engage their learners and also create opportunities to extend and refine the knowledge of their students and promote high order thinking (Marzano, 1997). Throughout this e.learning journey, a variety of interactive tools were explored to ensure that learning managers were engaging with the use of ICTs and were thinking about how they can apply these with a pedagogical approach to ensure the learners are engaged in the learning and are challenged with the implementation of the knowledge gained.
Personally, the learner’s attitudes and perceptions are the backbone to the learning journey that needs to occur. Learning managers need to offer a variety of tools to engage the learners with the correct pedagogy behind them to ensure that outcomes are met (Marzano, 1997). The Queensland Essential Learning’s outlines that all students should be given opportunities to engage with and purposely select and use the tools and communication technology (Queensland Studies Authority, 2007). By attending to these outcomes, learning managers have to consider the resources that are available to them and also what are the specific outcomes to be met. This e.learning journey has opened my mind to the possibilities of implementation of ICTs in the classroom.
When directed to explore different tools, I found myself predominately reading frequently asked questions before having the courage to explore the tools. I have learned about the need to ensure that when using ICTs in the classroom, the learning manager must ensure that the correct pedagogy is scaffolded to ensure that the learning is not in the use of ICTs but in the process itself. The Western Australia Department of Education (2010) suggests that students need to work collaboratively in local and global environments. They also suggest that students need to have the ability to effectively access digital information to assist with investigating issues, solving problems and making decisions. This results in learning managers having a need to ensure students are developing new thinking and learning skills to support their learning. This course opened my eyes up to the possibilities of using ICTs with 21st century learners and beyond.
The Engagement Theory (Kearsley & Shneiderman, 1999) was researched at the beginning of my e.learning journey. It gave me a framework that I could use to effectively reflect on when exploring different tools. Another framework that I extensively used throughout my blog was the Big6 (Eisenberg, 2001). Both frameworks are used as tools to scaffold the learning process. The Big6 sequentially steps out the process needed to access and use information in the ICT tools. The Engagement Theory provides a framework so that the students can see the relevance of the tool and why they are learning about or with the tool. Throughout this synopsis, a reflection of some of the visual tools I engaged with will be analysed using the Big6 framework.
Task Definition
I was required to set up a blog using Blogspot.com. This was the place where all of my reflections and networking with others for reflection purposes took place. The first step that was taken was to define the information problem and identify the information needed. At this stage, I looked at the possibilities of digital videos in the classroom. I created my own and also referred to YouTube to access some more that were related to the content that was being taught.
This stage would allow the students to look at a digital video and identify the information that will be needed to complete the task. I found digital videos a great tool to use as it left me with positive attitudes and perceptions about the task itself. It was simple to operate and fun to create my own. Students can use this tool without any worries of privacy laws if used privately and not uploaded onto the internet.
Information Seeking Strategies
Here, I was required to determine all of the possible sources and select the best source to use. This reflective synopsis assisted me to complete this part of the Big6 framework. I had to seek through all of the tools that I had learned about and decide on the tools that I had to reflect the most on. This was what was needed for the task.
At this stage, I looked at concept mapping using Bubbl.us. This tool was used to map out the task ahead and break down the criteria into what information was needed to achieve the outcomes. My first thoughts were negative about this tool because initially, I was convinced that concept maps online was not achieving their brainstorming purpose because the knowledge flow was blocked whilst figuring out where the next thought would be placed. After professional conversation with fellow classmates, it became clear to me that this tool did have a pedagogical approach in the sense that the students could use the pen and paper method to initially brainstorm their ideas. They could then use this tool to move the knowledge to become more concrete by creating a visually stimulating piece of work that outlines the assessable elements or requirements of the task.
Location and Access
I found that Podcasts were a great tool to use for locating and accessing information to complete tasks. I had some difficulties creating my own, so I did not end up resolving this issue because of time restraints, however, I did manage to find some great Podcasts and Vodcasts to use in the classroom as a hook to lessons and to guide the learning experiences. Students could engage with these resources and develop a range of resources to assist with their knowledge building. As the internet is full of so much information, the students need to use this process to assure they have the best opportunity of accessing and engaging with credible resources and tools that will enhance their task.
Use of Information
Learners can create their own PowerPoint to extract the relevant information needed to later organise. Throughout my learning journey, I used PowerPoint as a tool to establish the data that I collected so that I could later store in onto a website. I initially created a PowerPoint presentation that included the same elements that I had already used. I then went back a few weeks later and created an interactive PowerPoint because I had to in order to complete another assessment piece. I then was forced into a situation where I had to learn the tool because I would be using it to create students digital portfolios.
The students could create their own digital portfolios if the learning manager had a template created for the students to upload their own images and use their own text. Picnik or Flickr could be used by the students to change their images or reflect and store images for future reference.
If this were to occur, the learning manager would need to assure that the correct pedagogy was planned for when using images.
Synthesis
Oh the beauty of websites. I created two websites (Digital Portfolios and Visual Literacy)throughout my e.learning journey as a way of organising the information that I had gathered from other assignments. The use of Weebly.com was used to present the findings that I had gathered. This tool was fantastic to use and so much fun. All of the icons were visually appealing and really simple to use. This would be a great tool to use in the classroom, and the website does not need to be published, so the learners can keep it private. Learning managers can also create their own websites to produce a class profile or class webpage with interactive learning objects that the students can access from home.
When I was searching for interactive learning objects to blog about, I fell in love with them. I then created two learning experience plans that included them for my next practical experience at school. When I went to school, I found that the internet connection was lost, so I had to resort to an OHP. I later discovered that you can download some learning objects onto your own computer. Students become engaged in the interactive learning objects and they can also be used as a form of assessment.
Evaluation
When a reflective process is to occur, I think that Wikis offer the best approach. The students can create their own Wiki page and the others students in the class or the class as a whole can assist in the editing and reflection process by providing feedback to the learners on the product and for the learners to provide feedback on the process. Wikis allow the students to enhance Constructivist learning to collaboratively develop and refine their knowledge through their interactions with each other (McInerney & McInerney). I have created my own Wiki site and used Wiki as a tool for reflection and feedback from my peers. My blog on Wikis referred the readers to the Wiki site that I created for my class last year. I was hoping that some of the readers would provide me with some feedback or rooms for improvement, but this did not occur. Of course, reflective blogs would also be a fantastic tool to use for the students to collaboratively learn and reflect on the learning journey.
Overall, my e.learning journey has allowed me to see the potential of the learners of the future. Through access to the readings and tools in moodle, my blog reflection, accessing tools and professional conversations with others, I have realised the importance of digital literacy and the need for the learners of the future to be engaged (or enraged). I have learned about different tools that can be used and different frameworks that can assist in scaffolding the learning journey. If the learners are engaged and feel as though the learning will effect or relate to their lives, there is a better chance for success. Thank you for coming along this e.learning journey with me,
Until next time,
Amy
References
Eisenberg, M; Berkowitz, B. (2001) The Big6. Viewed on 15/07/2010 from: http://www.big6.com/
Kearsley, G., & Shneiderman, B. (1999). Engagement theory. Viewed on 12/08/09 from:
http://home.sprynet.com/~gkearsley/engage.htm
Marzano, R.J. & Pickering, D. (1997). Dimensions of learning. (2nd ed.). Alexandria, Virginia, USA: McREL.
McInerney, D., & McInerney, V. (2006) Educational psychology. (4th ed.) New South Wales: Pearson Prentice Hall.
Prensky, M. (2001) Digital natives vs. Digital immigrants. Viewed on 20/08/2010 from: http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Queensland Studies Authority. (2010). Information communication technologies: Cross-curriculum priorities. Viewed on 20/08/2010 from: http://www.qsa.qld.edu.au/7300.html
Western Australia Department of Education. (2010). Resourcing the curriculum. Viewed on 20/08/2010 from: http://www.det.wa.edu.au/education/cmis/eval/curriculum/ict/
Appendices: Professional Conversations
Concept Maps on My Blog
Concept Maps on Rachel Martin's Blog
E:Books on Lynn Camilleri's Blog
Interactive Learning Objects on Lynn Camilleri's Blog
Looking Back on PowerPoint Potential on My Blog
MovieMaker on Paul Schulz's Blog
My Journey so far on My Blog
Voki Avatars on Lynn Camilleri's Blog
Weebly website on Anna Phelph's Blog
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