It is evident that over that last decade technology has
taken a steep incline and has integrated itself into almost every aspect of everyday
life in the western world. Dramatic changes in the way society operates has led
to realisation that schools and teachers need to be facilitating a learning
environment that aims to cater for the next generation of tech-savvy students.
These students will need to be equipped with not only the knowledge and skills
to work with technology in an effective manner, but to also be forward and innovative
thinkers for the future. From this realisation, new pedagogical developments have
transpired such as; the TPACK model, utilizing connectivist teaching methods, creating structured online spaces for collaborative
and constructivist learning to occur and using the internet's unlimited
resources to develop students' global awareness. Doing so structures a learner
centred approach which in turn provides students with more control over their
own learning. All these pedagogical elements combine to ensure students are
developing higher order thinking techniques integrated with the technology aspect
to ensure they have the ability to confidently use, share and communicate with
digital technologies in a sophisticated and effective manner (ACARA, 2012).
This reflective synopsis contains information that links
learning theories to the practical use of digital technologies and appropriate
pedagogies whilst using it in an ethical, legal and safe way.
The importance of
pedagogy:
Evidently students ability to work effectively online is a
skill that needs to be taught and developed over time therefore, appropriate
pedagogy is imperative to ensure students are developing the advanced knowledge
and skills associated with using ITCs effectively. Bill Gates said, “Technology is just a tool. In terms of getting the kids
working together and motivating them, the teacher is most important" (Cited
by Rao, 2012). This quote sums up the importance of pedagogical choices that
the teacher must make in order to achieve the intended learning outcomes and
for students to develop higher order thinking.
The importance of pedagogy was made
relevant by the week two learning engagement activity which demonstrated the
importance of scaffolding when using an online environment. The activity took
place in a wikispace and called for collaboration over the topic of 'should
mobile devices be used in the classroom?'. To assume that effective
collaboration would take place without any further scaffolding would be an absurd
concept and poor pedagogy. To overcome this and to ensure students would be
richly learning, the scaffolding tool of De Bono's Six Thinking Hats was used.
Using the Six Thinking Hats allowed for multiple perspectives to be shared in
an organised fashion. Organising the information in such a way additionally
allows for easier interpretation and evaluation to occur which leads to further
higher order thinking.
Like in most classroom situations the
concept of the 5 P's of success, Proper Planning Prevents Poor Performance, is
an imperative concept that allows lesson the run more smoothly. However, when
working with technology it is sometime inevitable that the technology will fail
at some point. This was the case in the wikispace activity where information
was always being overridden when someone would save leading to loss of
information. At this stage the importance of pedagogy is clear, when dealing
with technology always have a backup plan. Just because technology can
sometimes fail, does not translate to never use it. Instead, be flexible in
your planning and demonstrate further sound pedagogy by being prepared for the
technology failures. In the case of using Wikispaces, see my reflection and SWOT analysis based on the task described above and also my blog entry of
mobile devices in the classroom which demonstrates the outcomes of the
scaffolding which led to my evaluative opinion being formed.
Collaborative
construction of knowledge:
Collaboration and constructivism are two major learning
theories that stem from the work of Vygotsky and his understandings that
surrounding social development (McLeod, 2007). Ultimately both of these
learning theories can be utilized by an online working space such as a blog or
wikispace. Blogs allow for students to independently post about a subject and
share their viewpoint. Consequently, depending on the privacy settings, others
can view and then comment on the blog posting; providing an alternative view
point or adding onto the original idea (see the PMI for Blogs for extra
information regarding affordances). Wikispaces allow collaborative groups to be
formed and for all members to make contributions to the online space; these
ideas can be arranged on separate pages for ease of use (see the PMI forWikispaces for extra information regarding affordances). To ensure student
learning scaffolding must take place for
both tools. The teacher can have access to students wikispaces and blogs, depending
on the settings, to set-up scaffolding such as headings or tables that students
can then go back and edit or add to. Both blogs and wikispaces are up-to-date
ways to allow students to collaborate and construct knowledge online in order
to extend student knowledge and promote high order thinking whilst using ITCs.
Working legally,
safely and ethically:
Working legally, safely and ethically online are the most
crucial elements to ensuring a positive relationship with digital technologies
and should be modelled by the teacher at all times.
The legal element aims to teach student that it is alright
to use another person's work, as long as you acknowledge that it is not your
own and also give attribution when necessary. It also addresses the issue of the
illegal use of copyrighted material. Simply not knowing copyright laws is not
an excuse for breaching copyright. Through this eLearning journey I discovered
that I would have been in breach of copyright if I had published online a movie,
that I had made, with a soundtrack embedded in it which was not my own. Although
I gave attribution to the song at the end, I was still breaching copyright
because I had not contacted the publisher to ask for permission to use it (see
my blog posting using a Voki to explain further about copyright and
attribution). To ensure copyright is adhered to in the classroom, copyright
notices attached to information should always be checked and the publishers
contacted if necessary. Usually, provisions are made if the information, image,
movie etc. wanted to be used is for educational purposes. Alternatively, there
are websites such as Flickr which are run under the creative copy laws which allow
the sharing and alterations of images to be made as long as attribution is
given (see the Flickr picture and Be Funky Fishy blog postings).
Working safely online is paramount especially in the
classroom. Students' privacy needs to be protected and permission give before
anything identifying is uploaded to the internet. If teachers are wanting to
upload students' work into a wikispace, blog or website the student must
firstly give permission for their work to be shared. Depending on the
circumstances and what is being uploaded and for what purpose, it would be
suggested that privacy settings are used and online spaces are set to private
and password protected. Additionally, if younger students are using blogs for
classroom purposes, using a program such as Edublogs instead of Blogger protects
them from unwanted information and unnecessary comments and also give more
power to the teacher.
Students also need to work ethically online; they need to
realise that whatever they post or upload leaves a paper trail and can never be
permanently deleted once it is put up. This issue stems deeper especially
because of the use of social media which is predominate in the student culture.
Students need to be aware of ethical practices and be cognitively aware of what
they are saying and doing online at all times. Ethical practices should be
taught explicitly to students before they engage in any online activities.
Global Learners:
A real positive of ITCs in an online setting is that students
can become global learners. The internet provides opportunities for students
around the world to connect and work together via the use of Skype, Facebook, Twitter,
e-mail, blogs, wikispaces etc. The choice is up to the LM of what means are
appropriate considering safe and ethical practices.
Programs such as Google Maps are an excellent way to allow
students to explore the world without leaving the classroom. There are
unlimited possibilities to different teaching strategies when teaching
geography and history which allow students to become globally aware and step
outside of their communities to discover what the world has to offer. For some
teaching opportunities see my blog posting about Google Maps.
Creativity:
Online learning can provide students with the opportunity to
be creative in their adventures to present information to their peers and also
the greater population. Programs such as Glogster are fantastic for creating
interactive posters or projects that are professional and engaging (see my
Glogster pin board and review).
Additionally programs such as BeFunky inspire creativity
from students allowing them to edit images and enhance their meaning (see my
BeFunky posting). Movie Maker allows students to create their own movies with
the use of images, videos, text, sound and movie effects to develop techniques
that persuade, impact and address their audience (see my Movie Maker clip) .
Using programs that inspire creativity and hands on
interaction are also catering for
students multiple intelligences and different learning styles (see blog
postings learning styles and multiple intelligences).
Classroom Uses:
Using ITCs in the classroom can also make teaching easier as
they provide different opportunities for students needs. Using Voki's in a LOTE
lesson (pre-recorded with the LM voice) allows students the opportunity to hear
the pronunciation of words in the different language and by using a transcript
they can also see the written form. Podcasts allow lessons to be recorded and enables
students to access the lesson again for referral or allows distance and absent students to also
gain the content knowledge (see podcasts and learning). Weebly can facilitate
webquests that students can complete independently to become self sufficient learners
(see weebly PMI and example). ITCs are definitely beneficial in the classroom.
Conclusion:
In summary, the purpose of embedding ITCs in the classroom
is not just to motivate students nor to fulfil the curriculum requirements but
to provide a learning environment where students are striving to become higher
order thinkers who have the ability to collaborate and construct knowledge, who
are innovative and creative in their ventures and who do so in a safe, legal
and ethical manner. In other words, students who are equipped and ready for the
21st century environment that they will be working in. ITCs should not just be
an afterthought or be disjointed from assessment but instead be the guts of the
learning journey from start to finish. Teachers have a responsibility to their
students to best equip them for the future therefore, the ever present use of
ITCs will be a part of my classroom in the future to foster the best possible
learning outcomes for my students.
References:
ACARA. (2012). Information
and communication technology capability. Retrieved from http://www.australiancurriculum.edu.au/GeneralCapabilities/Information-and-Communication-Technology-capability/Introduction/Introduction
McLeod, S. (2007). Lev
Vygotsky. Retrieved from http://www.simplypsychology.org/vygotsky.html
Rao, A. (2012). Teachbytes.
Retrieved from http://teachbytes.com/tag/quotes/
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