The 21st century is all about creating and inventing – tools, art, videos, writing, programs, simulations – and sharing those things with an increasingly connected world (Prensky 2007). The role of technology in the 21st century classroom is to support the shift in teaching paradigm from teacher centred learning to scaffolded student centred learning. We must work in partnership with the new technologies and be prepared for our students to show us the way (Tuck 2008), as they are the digital natives and we are the digital immigrants.
As a digital immigrant this learning journey has been a roller coaster of emotions. E-Learning, I used, I explored and I have conquered. I can only hope that the passion I am feeling for E-learning will continue to grow and develop and will flow on to my colleagues and students alike.
Kearsley & Shneiderman (1999) developed a framework for technology based learning and teaching, ‘The Engagement Theory’. This theory is based on students being meaningfully engaged in learning activities through interaction with others and worthwhile tasks. The steps to the engagement theory are;
1. Relate- collaboration, communication, planning, management and social skills
2. Create – the application of ideas. Making a creative and productive experience which exposes students to real life situations
3. Donate – Using what has been created or produced to contribute meaningfully to a community, organisation, school etc, whilst learning
When reflecting on which four tools to discuss in this synopsis I found it difficult to look at technologies and tools individually. I realised how intrinsically they were woven together. All the tools I have chosen have excited me and inspired me to explore further and deeper into E-Learning. They are reflective of the types of tools available for technology based learning that can be meaningfully used by students in real life situations to ‘Relate, Create & Donate’.
Images
I have chosen images as one of the tools to examine, but I found it difficult to examine this tool without thinking digital cameras, mobile phones, internet, power point, movie maker, interactive whiteboards, Flickr, Google Images, digital portfolios, Wiki’s, web pages and the list goes on.
What is an image? For the purpose of this reflection, images include photographs, clip art, tables, diagrams, graphs, symbols, drawings, paintings, mind maps, flow charts, maps, plans and charts available electronically or created digitally.
Images can be a strong and powerful tool when utilised correctly. They can be engaging, motivating and stimulating for students across all learning styles. For a comprehensive look at images and learning styles and the strengths and weaknesses of images, please refer to the Blog entry Images and Learning styles.
An increasing number of teachers are introducing digital photography into the classroom because it provides hands-on lessons in a subject with real-world applications (Wanke). While using a digital camera to create images a student may be using a combination of thinking skills investigating, exploring, applying, experimenting, comparing and decision making. When viewing their images they will be using these thinking skills, reflection, analysis, assessment, evaluation, comparison, classifying and the task also provides a direct link to their learning. Images created by students can be used in a number of ways including presentations, power points, Glogs, Wikis, Blogs, digital portfolios, digital movies, excursion journals (refer to my Wiki entry Images), writing tasks, photo stories, procedures, experiments and many more tasks across the curriculum.
Unfortunately the main drawn back to the use of this relatively cheap technology in the classroom, is that it is not readily available for students to use in all schools. A number of schools keep their supply of cameras locked safely away, for the occasional use by the teachers only, in an attempt to protect this resource from being damaged. By providing students with guidelines for use, a set of safety rules for the camera and learning managers monitoring its use this will help to protect this resource and increase availability.
Glogs
A Glog is an online multimedia poster. Glogster EDU is the leading global education platform for the creative expression of knowledge and skills. In the classroom and beyond (Glogster EDU2010). Glogster EDU is an online tool that allows the users to create Web 2.0 posters to express information in a secure virtual classroom moderated by the learning manager. The content of a Glog includes other ICT tools such as text, images, digital video (embedded and attached), graphics, sounds, Pod casts, drawings, data attachments, hyper links, uploads from Web Cams and more. The content is only limited by the imagination. Glogs can be produced by students and created at school or home, in a secure environment where student privacy is protected and work is monitored by the learning manager. The uses of teacher created and student centred Glogs are endless (Refer to Using Glogs in a Classroom).
Glogs are visually engaging and creative tools that have a myriad of uses in a 21st Century classroom. If purposeful and well planned the Glog can produce a meaningful and engaging learning experience with a result that can be viewed and shared publicly (with consent) on the internet, saved to a schools hard drive, printed or be embedded in a web page, Wiki or Blog.
Digital Video
Like most E-Learning tools digital video has two sides. The student created digital video and video-sharing.
Student Created Digital Video
Like most E-Learning tools digital video has two sides. The student created digital video and video-sharing.
Student Created Digital Video
Movie maker (PC) and i movie (Mac) are free software, available on most PC and Mac, providing access for the average computer user. These provide a simple and inexpensive base to start video production however software can be purchased for use to create more complex productions. I have provided a SWOT analysis of digital video.
As a learning manager I will need to be aware that it is not the end result (how flash and glitzy the production is) but the process (the higher order thinking) required in making the production, when making evaluations and assessments. This is an exciting and engaging tool which students can produce effective results with. It is inexpensive to use and readily accessible to all students.
Video-sharing
Videos for sharing are available from a number of sources, the most common being You Tube and for educational videos Teacher Tube. Digital video can increase student engagement, interest, understanding and comprehension. It can be used in the classroom as ‘a hook’ to a topic, instructional video, a stimulant for discussion, in introduction to a new technology tool, the possibilities are endless. Anything you can think of, there is a You Tube clip for it (including the Alphabet, counting and phonics). The availability and sharing of videos on the internet, has brought the world to any classroom or home.
Due to the content available and the nature of some of the comments made on You Tube some schools have blocked its use in their classrooms. I have worked in schools where this has been the case however access can be given to particular videos upon teacher request by the ICT technicians and Teacher Tube can be used as an alternative source. The learning manager must ensure that the content is still available and that the content is appropriate prior to the public screening in the classroom.
Learning Objects
Learning objects are interactive “chunks” of digital material. They are problem based, and situational for learning. These objects are usable in educational settings as elements within larger units of work. (Pitt 2008). The use of the word “chunks” relates to the shorter nature of this learning tool compared to the traditional longer learning experience. (Refer to Blog posting Learning Objects for how learning objects correlate with The Engagement Theory)
For the purpose of this discussion I will focus on two components of Learning Objects: Interactive Flash and E-Books.
Interactive Flash
The content of this learning object is presented in a game format. This is a format that most students are already conversant with. The learner approaches the task as player or in a simulation (role play) type situation. The content can be used independently by an individual student or can be use as a whole class activity via an interactive whiteboard. They can offer a virtual experience where the real thing is too expensive or difficult to provide for the students. Simulations are Web-based so they can be made accessible for the students use anytime and anywhere rather being restricted to the classroom.(Fasso, CQU Moodle 2010)
A number of resources for use within Australian classrooms that relate to current Essential Learnings are produced by The Learning Federation. (Refer to Blog)
All games are educational…Good games are hard to design. But designing a good game around specific subject matter is really difficult.”
– Will Wright
E-Books
The E-Book differs from the traditional book experience. E-Books do not only contain illustrations and text like the traditional book they also have audio, text tracking and sometimes animation and user interactivity. The traditional book has the text and illustrations but offers a tactile sensory experience. E-books that are appropriately conceived and constructed will be the first building blocks for rapidly and efficiently constructing targeted reader experiences (Polsani). Please refer to Blog posting E-Books and E-Books for Special Needs Students for the application of E-Books in a classroom.
The E-Book differs from the traditional book experience. E-Books do not only contain illustrations and text like the traditional book they also have audio, text tracking and sometimes animation and user interactivity. The traditional book has the text and illustrations but offers a tactile sensory experience. E-books that are appropriately conceived and constructed will be the first building blocks for rapidly and efficiently constructing targeted reader experiences (Polsani). Please refer to Blog posting E-Books and E-Books for Special Needs Students for the application of E-Books in a classroom.
E-Books can be student created using photos or images and applying text, in power point, slide share or movie maker to share with the school, family and special needs children.
Although Learning Objects are engaging and motivating for students they are often seen by the older teacher as game playing with no educational benefit.
Conclusion
Queensland’s Smart Classroom strategy is a learning initiative that assists educators to make ICT integral to learning as part of the Department of Education, Training and the Arts’ collective vision to create a clever skilled creative Queensland. The strategy is about engaging the digital generation, improving individualised learning opportunities, sparking innovation in learning, enhancing teachers’ digital pedagogy and getting the best from schools’ ICT investment. (Queensland Government)
To make this vision a reality we must first bridge the ‘Digital divide’, every student who doesn’t have access to it, should as quickly and often as possible (Prensky 2009). This does not mean purchasing endless amounts of technologies to schools. It is about students being able to access technology and use a wide variety of tools that will enhance their learning experience and teachers having the access to professional development to be able to guide their learners in the 21st century.
Using multimedia in education results in the increasing productivity and retention rates, because people remember 20% of what they see, 40% of what they see and hear, but about 75% of what they see and hear and do simultaneously. It means, by using multimedia tools we can create a learning environment, where the communication of the information can be done in a more effective manner and it can be an effective instructional medium for delivering information. With multimedia technologies students create multimedia applications as part of their required project. This makes them active in developing their own learning process, instead of just being passive learners of the educational content (Neo and Neo, 2001).
As learning manager of the future generations we will need to ask ourself: “How can learning change with ICT” instead of, “How can I integrate ICT into learning”. (Pitt 2008).
Referencing
Fasso, W (2010) Digital Tool 12: Animations and Simulations. Retrieved from CQUniversity e-courses, FAHE11001 Managing E-Learning, http://moodle.cqu.edu.au/mod/resource/view.php?id=142887
Glogster EDU(2010). What is a Glogster EDU?. Retrieved from http://edu.glogster.com/what-is-a-glogster-edu/(05/12/2010)
JISC Digital Media (2010). Using images in education. Retrieved from http://www.jiscdigitalmedia.ac.uk/stillimages/advice/using-images-in-education/(05/12/2010)
JISC Digital Media (2010) Using images to reinforce learning. Retrieved from http://www.jiscdigitalmedia.ac.uk/stillimages/advice/using-images-to-reinforce-learning/(05/12/2010)
Kearsley, G & Shneiderman, B (1999) Engagement Theory:A framework for technology-based teaching and learning. Retrieved fromhttp://home.sprynet.com/~gkearsley/engage.htm (13/12/2010)McGrath,H & Noble, T. Seven ways at Once. (1995) Melbourne, Australia. Longman Australia Pty Ltd.
Markham, R . YouTube and the Classroom. Retrieved from http://ezinearticles.com/?YouTube-and-the-Classroom&id=1652151
Neo, M. and Neo, K. T. K. (2001): Innovative teaching: Using multimedia in a problem-based learning environment. Educational Technology & Society. Retrieved from http://www.staff.u-szeged.hu/~gymolnar/New_ICT_tools_in_Education_paper_pictures.pdf (10/12/2010)
Pitt,L.(2008) Transforming teaching and learning. Retrieved from http://www.learningplace.com.au/deliver/content.asp?pid=16536(03/12/2010)
Prensky,M (2007) Changing Paradigms from “being taught” to “learning on your own with guidance”
Published in Educational Technology, July-Aug, 2007 Retrieved from http://www.marcprensky.com/writing/Prensky-ChangingParadigms-01-EdTech.pdf(04/12/2010)
Prensky, M(2009) Let’s Be “Digital Multipliers” Eliminating the Digital Divide Is Something Educators Can Do
Prensky, M(2009) Let’s Be “Digital Multipliers” Eliminating the Digital Divide Is Something Educators Can Do
Published in Educational Technology, Jan-Feb 2009. Retrieved from http://www.marcprensky.com/writing/Prensky-Lets_Be_Digital_Multipliers-ET-01-09.pdf (05/12/2010)
Queensland Government , Department of Education, Training and the Arts(2008). Smart classrooms bytes- elearning for smart classrooms. Retrieved from http://education.qld.gov.au/smartclassrooms/pdf/scbyte-elearning.pdf( 08/12/2010)Wanke, M. Teaching digital photography to students. Retrieved from http://photography.lovetoknow.com/Teaching_Digital_Photography_to_Students(05/12/2010)
Warrick,R(2009). Using Glogster in the classroom. Retrieved from http://cnx.org/content/m32202/latest/(5/12/2010)
Comments
No comments:
Post a Comment