Reflective Synopsis

The teacher’s role in the classroom is changing. Traditional methods of instruction such as the chalk and talk are no longer relevant or engaging for twenty first century learners. The transition of pedagogy is happening fast and teachers need to be accomplished Information and Communication Technology (ICT) users, modelers and instructors. Teachers need to speak the language of their learners and model to them using legal, safe and ethical means and interactions. For real learning to occur, students need to be engaged by using good pedagogy and the associated tools that appeal to their primary discourses (Gee, 1996). In doing so learning managers can ensure all students are safe, fluent and confident when using ICT’s, allowing them to reach learning outcomes that rely on this knowledge. The Online Encyclopedia Britannica (2008) provides a definition of pedagogy: “the study of teaching methods, including the aims of education and the ways in which such goals may be achieved. The field relies heavily on educational psychology, or theories about the way in which learning takes place”. Such a definition defines how we need to approach teaching ICTs and how learners learn them.
The rapid increase in the potential uses and capabilities of ICT’s in the classroom has bought about much debate over how the learning environment and learning journey should be shaped (Facer et al., 2001). Research suggests teachers must use some form of digital medium to engage students (Prensky, 2001). Teachers need to be aware of the technologies available to them and how best to use such digital technologies in the classroom. Using the correct medium at the correct stage of learning is vital for students to get the most out of digital learning. During the elearning blogging task I have come to experience and explore many digital tools. From this experience it became clear how and when such tools could be utilized to effectively enhance student learning throughout all Key Learning Area’s (KLA).

Learning can be broken into many different components, however for this reflection I will categorize the use of these digital tools into four stages of the learning journey. The stages they have been allotted to are relevant to my learning journey and should be seen as circumstantial according to many external factors such as: the age of learner, the unit of work, and the teacher’s competence concerning that tool.


Accessing and Gaining Information
The first of four stages is accessing or gaining information. Traditionally, this stage often correlated with high teacher responsibility. For this area I found Web 2.0 ‘search and find’ applications such as Youtube, Google, Boolify or Cube search to best assist students with this task. Students now have a myriad of websites available to them, all of which provide information in many different forms. It is the responsibility of the teacher to give students the skills to find and then critically sift through such information. With information (and it’s availability) growing as quickly as it is, this skill is crucial for survival in the real world. When creating units of work, getting students to work digitally using the aforementioned tools puts the responsibility into the student’s hands. By combining careful scaffolding and explicit prompts (giving the students example search details, or modelling to students the process of gathering information) the learning manager can place students in a position where they are constructively participating in several important learning frameworks. The first stage of Siemans (2005) Connectivism theory is the Chaos concept. Chaos can be thought of as “a cryptic form of order” (Calder, 2004, as cited by Siemens, 2005). Students need to find meaning that is already present and connected to places/people/sites around the learner. It is spotting ‘connections’ and identifying changes that are the important learning actions (Siemens, 2005). One such example I gave in my blog is students using a variety of tools to source professionals or related organizations in a given area. The other related learning framework is the Big 6 (Eisenberg, 2001). Sections Two (Information Seeking Strategies) and Three (Location and access) of the Big 6 are directly related to using such tools. Eisenberg (2001) suggests such skills to be “essential life skills that can be applied across situations - to school, personal, and work settings”. This means of gaining information also gives students the chance to “discover new information for themselves” (Marzano & Pickering, 2006, pg.56).

Consolidate/refine knowledge

Whilst using and creating a concept map with the bubbl-us application I was struck by ease of self evaluation. The online concept mapping tool gave me a very clear indication of the known (prior knowledge) and also a clear idea of how I link information together. This process is vital to consolidating knowledge. Marzano and Pickering (2006) maintain the importance of graphic organizers when organizing declarative knowledge. Students are more likely to understand information if they can see how it relates to prior knowledge. Giving students the chance to create their own concept map causes the learner to see how much information they know, how much they need to learn and their progress as they go (Marzano and Pickering, 2006). As discussed on Richard’s blog this tool would be ideal for formative self assessment. Students can literally map their learning. Several other good tools for consolidating knowledge are interactive crosswords and online graphic maps. These require students to use several of Bloom’s processes (Bloom, 1956 as cited in Brady, 2006) as students must process what they have learnt (acquire and organize) and analyse that knowledge to create a cross word /graphic map with relevant hints, clues or simply information. These would be great for formative peer assessment as students can test (evaluate) each other and compare what they know.


Transform information to develop new understandings

This part of a students learning journey is extremely important. Olive, Cameron, Chris and I discussed briefly the benefits of the podcast and digital video and found them to be great mediums to assist students in gaining new understandings. Much of the information students take in (especially audio and visual learners) is in these forms, therefore giving students the chance to reproduce what has been modeled to them creates a sense of meaning or ‘realness’ for that learning. Marzano and Pickering (2006) describe invention as a reasoning process, where the learner uses standards or criteria to achieve a goal. The identification of that goal is directed by the learner’s understanding of the information or scenario. For students to create podcasts or digital video they need to firstly abstract the concepts (refine knowledge) and secondly give meaning (higher order thinking) in other contexts (Marzano & Pickering, 2006). In the information gathering stage students should source where and from whom they will get reliable information off and who they will work with. Kearsley and Shniederman (1998) coined this the relate stage. The relate stage is followed by the ‘create’ stage where students are required to choose their own project (collaboratively) and define its direction/purpose and intended result. This stage gives students ownership over the learning (Kearsley & Shneiderman, 1999). Having an outside source students can present to (like a community group or local organization, or even mum and dad online) ensures that the learning is in a ‘real life’ context, which furthers the meaningful learning experience.
Podcast and vidcasts are also great tools for breaking down the communication barrier that can form between home and school. Setting extension activities or homework via such tools gives students the space to further themselves at their own pace.

Present knowledge to an audience

During the blogging section of this task I was involved in all four of the categories mentioned (gained, refined, transformed, and presented information), however blogging is most relevant when presenting knowledge to an audience as I discussed with Michael and Olive. Blogging relates directly to Lave and Wegner’s (1991) ‘Situated Learning’ theory.
The social aspect of learning needs to be considered when developing new pedagogies that are effective when teaching digital literacy. Lave and Wenger (1991) explored the notion of ‘situated learning’. This theory found learning to be a social practice rather than a cognitive activity (Lave & Wenger, 1991). Members who are part of that community are brought together by a common area of knowledge (in our case elearning). The connection I made with other members of the elearning course was built upon a specific knowledge area. Those connections or relationships were links to knowledge. Often I was directed to a new tool or resource from browsing other people’s blogs. This tool encourages students to follow the Big 6 framework (Eisenberg, 2001). Once students have gained and accessed information they then need to use information, synthesis it and evaluate it, all of which can be done in the same blogsite (Eisenberg, 2001). This is done collaboratively where the community shares practices (way of doing things) and each individual will get better at acquiring and using such practices and knowledge. As I got further into other peoples blogs I built an elearning identity and with further use moved toward the centre of that particular community, mastering the skills, language and discourse as I went. This learning relates directly to online communities, in particular blogs. I found blogs to be a useful tool for sharing and presenting my knowledge throughout the learning journey.

Many studies have been done concerning classroom practices and their effectiveness. One such study was the Queensland School Reform Longitudinal Study (QSRLS) that focused on Australian classroom practices. Between 1998 and 2000 researchers from The University of Queensland performed a comprehensive study of the pros and cons of classroom practice (Education Queensland, 2001). The study found that teachers set learning experiences that were not connected to the learners. From the findings it became clear that as teachers we need to engage students with real life, practical experiences that traverse into their lives after school. Elearning is the perfect opportunity for all teachers to give students the learning experiences that they identify themselves with inside and outside of school.


Ausubel, D.P. (1962). A subsumptive theory of meaningful verbal learning and retention. Journal of General Psychology, 66, 213-224.

Davies, D. (1991). Schools Reaching out: Family, School, and Community Partnerships for Student Success. The Phi Delta Kappan, 72, 5(1), 376-382

Department of Education and Training, (2001). Queensland School Reform Longitudinal Study. Retrieved from Education Queensland: http://education.qld.gov.au/public_media/reports/curriculum-framework/qsrls/

Eisenberg, M., & Berkowitz, B. (2001). Big6 Skills Overview. Retrieved from http://www.big6.com/

Facer, K., Furlong, J., Furlong, R. & Sutherland, R. (2001) Constructing the child computer user: from public policy to private practices, British Journal of Sociology of Education, 22(1), 91–108.

Gee, J. P.G. (1996). Social linguistics and literacies: Ideology in Discourses. (2nd ed.). London: Taylor and Francis.

Kearsley, G & Shneiderman, B. (1999). Engagement Theory: A framework for technology-based teaching and learning. Retrieved from http://home.sprynet.com/~gkearsley/engage.htm

Lave, J. &Wenger E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.

Marzano, R., & Pickering, D. J. (2006). Dimensions of Learning Teacher's Manual 2nd Edition. Victoria: HawkerBrownlow Education.

Pedagogy. (n.d.). Encyclopedia Britannica. Retrieved from http://dictionary.reference.com/browse/pedagogy

Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizon. MCB University Press, Vol. 9 No. 5, October 2001.

Siemens, G. (2004). Connectivism: A Learning Theory for the Digital Age. Retrieved from www.elearnspace.org/Articles/connectivism.html

Search and you shall find: Search applications

Having considered further the need for students to find and select relevant information i think any Web 2.0 based applications (Google, Boolify, Cube search, You tube) that can be used for information delivery are important tools to acknowledge. The fact is students will use at home what teacher show them and what they do not. Giving students the skills to use any of the search applications that are providing information is an important aspect to teaching.

LMS

An important tool that can be utilized mainly by teachers. Scaffolding students to be able to use such tools would take a lot of time and effort although it would definitely be worth the effort. This medium is great for teachers and students to share and source information as well as presenting information.

The Podcast

I think the Podcast would be a great tool for any age group. The important declarative knowledge that is often covered from direct instruction is not always taken in by students in a classroom environment. Such instruction could be recorded and made available to the class via a podcast. Other uses such as Vidcasts of desired responses for Physical Education or other KLA areas like setting up a bar graph in excel. In this podcast I recorded a poem for preps. This could be used to engage the learners or model reading. It also shows the students a sense of pleasure for literature (English).

Prezi

Prezi has great potential for building declarative knowledge. Whilst using this tool I realized what a great alternative for Power Point it is. This application gives students some creative opportunities as well as an exciting canvas to paint their learning journey on. It's uses are limited to visual learners. It could be used as a formative assessment tool where students work together to build it and then assess it (collaboration and peer assessment). I did have trouble taking in the information as the movement distracted me. I fear this might be the case with some students as well.

Here is a little presentation I put together.

http://prezi.com/lnhaejq-1q9f/the-prezi-learning-journey/

Weebly me this, weebly me that

See this space

Digital Video - the choice is easy

The following post relates to the presentation delivered for English C and P. Those of you who saw it can see it again and those who haven't now can. Our group tried to use several digital tools, one of which was a short digital video clip. The clip was used to make some rather dry declarative knowledge, related to the topic, a little more interesting. It also aimed at both the visual and auditory learner (a narrative was spoken over the clip). If there was more time our group would have edited the clip using a video editor. The use of different music and voice over would have made the clip a little more engaging and also more professional. Kearney & Shuck (2006, pg.8) found that when teachers engage students with digital video there is a likely increase in the following areas of student success:


Developing understading
Motivating students
Increasing student autonomy
Promoting active learning in their classrooms
Providing opportunities for group learning and launguage development
Developing techonological and digital literacies
Providing feedback for parents, teachers and students
Fitting with their own preferred roles and approaches to teaching
Extending their peosonal interest in digital movie making

Taken from Kearney & Shuck, 2006, pg.8 - Students in the Director's Seat: Teaching and Learning across the School Curriculum with Student-generated Video).

Kearney and Shuck (2006, pg.8) also found that such outcomes are more likely to be achieved by students if teachers are utilising ICT in their teacing and supportive of students using it as well. Therefore, teachers must not only use digital video when delivering but also need to consider the quality of such texts (digital video) as it is a form of modelling: in particular, what you expect from student - generated digital videos (SGDV).