In this, the early 21st Century, students have
exposure to technologies not even dreamt of in the not too distant past, even
towards the end of the last century. They are learning and using skills that
are those of an ever increasing technological age. Technology isn’t finished yet.
It will continue to rapidly develop at a sometimes surprising rate. The
newfound educational requirement of this era and the future is that, as a
learner, the modern child must have exposure to E-tools and technologies in the
classroom…..for the sake of their future.
With the introduction of these new forms of technology into
the classroom come new ways of being able to deliver quality learning
experiences. Acknowledged during my exploration of these technologies and how
they could be integrated into the classroom for the benefit of providing these
quality learning experiences, is the Technological Pedagogical and Content
Knowledge (TPACK) framework. The introduction of E-learning, learning that
incorporates the use of Information and Communications Technology tools and associated practices, creates
another strand to the Pedagogical and Content knowledge model explained by
Shulman (1986), elaborated on in the article Teacher’s
In-depth Content Knowledge. Shulman professes the need for Learning Managers
to be very knowledgeable in both their content knowledge and the pedagogy that they use in order to connect with
all students to create positive learning outcomes. While Siemens (2005) states
that the Connectivism
Learning Theory, the most apt for this new digital age, now means that we
do not have to know everything about everything, it is the incorporation of this
‘technology’
dimension into the TPACK framework that is the essence of E-learning. In today’s
classrooms it is essential, as a Learning Manager, to be able to pedagogically integrate
this use of technology with the content to be taught, and to understand and
know how to provide students with the ability to use these tools, creating and enhancing
authentic learning experiences.
By understanding how to incorporate these technological
tools into the classroom, and knowing which one is best to use in different
learning circumstances, learning can be not only engaging but also very
authentic, as students in this age of global development continue to explore
the use of these tools on a daily basis across all areas of their lives. By incorporating
the use of the E-learning framework in the classroom, opportunities for Higher
Order Thinking in relation to Bloom’s Revised Cognitive
Taxonomy can also be targeted. Apps and computer programs revealed on Allan
Carrington’s adaptation of Bloom’s ‘Padagogy
Wheel’ explore how thinking and learning can be directly extended by
incorporating the use of these tools, programs and ICT equipment. With respect
to the teaching methods used in the classrooms before the ‘computer age’, current
new and at times unique opportunities to advance student thinking may not be as
easily incorporated without these tools, therefore it is vitally important as a
future Learning Manager that I value these aids and endeavour to discover the
options available and learn about how I…and my students… can use them to
enhance genuine learning experiences. This is the challenge that all Learning
Managers now face.
Throughout my exploration of the technological tools so far
during this course, my focus has been on how I have used these resources in my
time completing assessments for my BLM degree. I have explained how each tool
is a great way of engaging learners in collaborative situations, allowing them
to work together in the construction of knowledge and sharing of ideas in an
accessible manner within and outside of the classroom. To focus on the
classroom use of each it is important to remember the safety, legal and privacy
issues that can arise when using any form of technological tool. When
addressing such sharing of information online or as a hardcopy (photographs
etc.) student welfare must be of the upmost concern. The saying, ‘Once it’s
online you can’t take it back….ever’, rings true and as a Learning Manager we
must consider who has access to such shared information. We must be extremely
careful and responsible in the use of all technological tools not just in the
classroom but also our private lives.
The first investigations surrounded the collaborative
formation of a Wikispace. This was, I believe, a great way of introducing the
course members to the use of a simple interactive tool, my first experience
with such. The scaffolding provided by De Bono’s Thinking Hats was also a
fantastically simple way of ensuring that we had a focus throughout our
experimentation. A Wiki in the classroom lends itself to many instances of
sharing and collating ideas and information. It enables this, as we have shown,
without the need for constant interaction on a personal level(as do many of the
explored tools). It therefore can be completed by many, from afar. Sufficient
direction (such as the Thinking Hats) would need to be in place so as to keep
students focussed on the topic or task at hand though, as I could visualise
students, especially those younger ones, providing less than useful input into
an online space such as this without sufficient guidance and scaffolding.
Blog’s, Wikis
and Websites were the topics
of my next adventure. Through further exploration of these tools and my
creation of a Weebly, I was able to see the benefits of how Learning Managers
and students alike can deliver a presentation of information in an engaging
manner. By adding links, further delivery of information is endless. My concern
is the lack of ability to interact with the author in a Weebly, however the
Wiki and Blog both provided opportunity and functions for this. The risk of plagiarism
also rears its head when using this form of information delivery and
referencing links, images etc. would be very important. Education on anti-plagiarism
practices would be a necessity in the classroom to further accommodate these
tools.
Moving onto multimedia tools, experimentation was undertaken
with still and moving image use, and the creation of a simple pod
cast. My focus was on the use of images and I am extremely excited about
how Learning Managers and especially students can use movies
(self-made or sourced) as an alternative way of presenting information. I see
already the use of ‘You Tube’ in classrooms by Learning Managers to deliver information
but to have students formulate their own presentation as a movie creates endless
opportunities for Higher order Thinking opportunities (creativity) and
individualisation. Again, plagiarism is a threat when using any form of sourced
image material but it is the use and sharing of images of students themselves
that is of most importance here. Without due parental/carer consent and if
shared in the wrong manner, students can be made quite vulnerable and unsafe.
This must be addressed pre use.
My development of a Powerpoint, Prezi
and Glogster
again enabled the sharing and delivery of information. These tools, if used
correctly by a Learning Manager can be extremely engaging and provide a
fantastic opportunity to take students on an in-depth learning journey. The
information and links that can be included in these tools can further student
discovery and give students ample ability to explore for themselves without the
direct guidance needed with some technological aides. Although I had trouble
with the initial setup of Glogster, (definitely my fault and not the tools I
have now found), because of the relative simplicity of these tools, students
can also create their own examples easily and without the need for constant
ongoing education. They all make fantastic methods of presentation.
Finally I explored animations and simulations. Having seen
the benefits of online simulations and how these can be used in the class
setting (Science), I am convinced that
if undertaken with sufficient scaffolding and guidance, simulations can open up
a world of discovery for students. The problems associated with safety,
accessibility and availability and variability of certain difficult to find
hands on equipment and matter are negated by the use of these online
simulations where the opportunities for investigation and experimentation across
various Key Learning Areas are endless. I chose to explore Zooburst when
attempting a simple animation. Although this example of an animation tool is
quite basic, more realistic availabilities can be used across varying year
levels by both teachers and students to interact on a more engaging level,
whether it be through an assessment presentation or the delivery of feedback
and reporting to students and other stakeholders.
Do I know all of the options that are out there for me to
use in a purposeful way in my future classroom?? No
Do I really know how I am going to use those that I have
explored, and those that I have not, in my future classroom in a purposeful
way?? Not yet
Am I excited by how I may be able to engage my students in authentic learning experiences through the
use of technological aides and tools in my future classroom?? ABSOLUTELY!!
At the end of my explorations thus far and after listening
to my fellow E-learning students, I get the very real feeling that I have only
just touched the surface of the available resources that are out there for me
to purposefully use in my future classroom. I am still somewhat naïve to some
of the social dangers and legal implications of their use. What I have found is
the desire and exited enthusiasm to further my knowledge gathering and
exploration of E-learning opportunities in the classroom. I can’t wait to
engage my 21st Centurey learners.
Bloom, B. (1956). Taxonomy
of Educational Objectives: Handbook I: The Cognitive Domain. New
York: David McKay
Co Inc. Retrieved from
Carrington. A,.(n.d). University of Adelaide. Retrieved from
elearnspace. Connectivism:
A Learning Theory for the Digital Age. (n.d.). index. Retrieved December
20, 2012, from http://www.elearnspace.org/Articles/connectivism.htm
Online simulations found at http://phet.colorado.edu/
Shulman. L,. (1986). As quoted in Teacher’s In-Depth Content Knowledge. Retrieved from
