Since
the industrial revolution, the level of technology in the world has rapidly
advanced; increasing productivity, as well as improving and changing the way
mankind lives. The advent of computers and the internet in the 20th
century marks perhaps the greatest change in the way we learn, interact and
teach. Students in the classroom today, live and learn in a completely
different technological environment than their parents. Born into this world
with fingers primed for the keyboard, these ‘digital natives’ (Prensky, 2001),
seek a different way of engaging and learning in the classroom. E-learning can
provide this new means of engagement and can allow for enhanced and improved
teaching and learning strategies within a pedagogically sound framework.
Within
this reflective synopsis, I will explore these concepts and theories of e-learning,
and how they can advance, facilitate and support learning within my classroom.
This analysis will include the legal, ethical and safety considerations, the
collaborative construction of knowledge and the importance of pedagogy within
the digital age. As a learner manager in the 21st century, I must
ensure that I embrace digital technology for my learners. To this end, this is not simply a matter of
merely integrating information communication technologies (ICTs) into the
classroom. It involves understanding the way digital pedagogy transforms
learning. As Bill
Gates has famously stated,
“Technology is just a tool. In terms of getting the kids
working together and motivating them, the teacher is the most important”.
Thus,
the use of ICTs in the classroom should be used as a means of improving
learning outcomes and not just because the technology exists. Without proper
pedagogy there is no benefit for learners.
ICTs
give teachers greater ability to create activities for different learning
types. For instance, students can engage in collaborative formats, as well as
in individualised options. There are also different formatting options in terms
of colour, design, visual content and auditory content to suit preferred
learning styles (Lamb,
2012). This brings teaching out of the ‘one size fits all’ era. There is a
greater focus on a student-centred approach, as opposed to all learning
experiences centring on the teacher’s knowledge alone. The use of ICTs creates
a learning environment that makes it easier for all students to achieve required
learning outcomes.
The
learning theories that explain how learners learn are essential to any synopsis
on e-learning and are fundamental for my consideration for application in the
classroom. As I referred to in an earlier
blog entry, social constructivism is one the most influential learning
theories. Vvygotsky (1978), a social constructivist, considered that through
the support of others, students
can move beyond what they currently know, to construct new knowledge (zone
of proximal development). This theory also paved the way for the theory of
connectivism. Connectivism focuses on how knowledge does not just exist in the
head of an individual; rather it exists in the world. Siemens (2005) considers
this theory to be the approach for the ‘digital age’, as with rapidly advancing
technology, there is greater value in providing students with the means of
accessing knowledge, as opposed to endeavouring to learn and experience
‘everything’ (Lamb,
2012). Both theories play an important role in e-learning and in particular the
collaborative construction of knowledge.
There
are now a range of technologies that can support and further the social
construction of knowledge. One e-learning technology is wikispaces. This is an
online collaborative platform that allows the teacher to create forums and
discussions to explore topics, concepts and ideas. As discussed in my
week 3 blog, I can use this tool to carefully create a scaffolding in order
for students to construct ideas and build off each other’s ideas, in a
realistic scenario (Snowman et al., 2009, p341). For instance, students in my hospitality
class could use a PMI scaffolding in a forum to explore the strengths and
weakness of luncheon task they were required to undertake. They could then
provide recommendations for future events in a separate forum. Students can
read and build upon each other’s comments. This tool provides them with access
to a network of knowledge to enhance their learning experience.
When
constructing these e-learning tools teachers must ensure they incorporate good
pedagogy. Digital pedagogy involves the classroom focus shifting from ICT tools
and skills themselves, and to a way of
working in the digital world that creates quality learning experiences facilitated
by ICTs (Education Queensland, 2008, p3). For instance, the scaffolded forums
in the wikispaces should be authentic and embedded in real world contexts that
allow students to undertake problem based learning using high order thinking
(Bloom’s Taxonomy).
Of
course, as Mishra and Koehler outline in the TPACK (Technology, Pedagogy and
Content Knowledge) framework, the use of these productive pedagogies in innovative
and flexible technology platforms could still inhibit enriched learning
experiences if the technology and pedagogies are inappropriate for the content
and contexts. There should be a balance of these three areas in a way that
compliments each other. For instance, e-learning tools of Glogster,
Prezi
and PowerPoint
have the potential to detract from the learning experience as content can be sidelined
by the innovative technology. Often the
solution to such issues is to nominate the content first, and then consider what
e-learning platforms and pedagogies that are likely to facilitate the most
advantageous learning experience (CQUniversity, 2012).
Whilst
the move to e-learning undoubtedly has a range of learning benefits, there are
many social considerations that policy makers and teachers must keep in
contemplation. As new technologies are developed and teachers implement them
into the classroom, there is a need to ensure that an inclusive education
system is maintained. Marginalised and lower socio-economic students may not
have access to e-learning outside the classroom and may have greater difficulty
than other students in using such technologies. Teachers must ensure they
respond constructively to the needs of these students when formulating
e-learning activities (Education Queensland, 2005, p2).
Before
the teacher allows students to engage with e-learning technologies in the
classroom, they must ensure that the students are aware of legal, ethical and
safety considerations for internet usage. This information should be given at
regular and appropriate intervals throughout the year in conjunction with
school policy. One major safety consideration for students is the accessing of
inappropriate material, including pornographic, sexually explicit material and materials
that encourage dangerous activities (CQUniversity, 2012). Teachers can minimise
these risks by ensuring the ‘safe search’ function is enabled on classroom
computers. Students should also be made
aware of the dangers of posting personal information online and issues relating
to online stranger danger, in particular on blogs and wikis. This was explored
in the week
3 blog on wikis. Cyber bullying is also another issue that can occur in these
e-learning platforms as well as on mobile phones and social networking sites.
Students must be made aware of cyberethics when engaging in e-learning
activities (CQUniversity, 2012) and of the legal consequences of online harassment
and the posting of inappropriate and untruthful comments, including defamatory
proceedings.
Copyright
issues are another important consideration for both students and teachers. The fair
use rule stipulates that only 10% of a piece of work maybe copied for educational
purposes, including digital works. These works should always be acknowledged
appropriately. In preparing online activities for students in my English class,
there are many ways I could approach issues relating to copyright, should I
need students to read a quantity of text that is greater than 10% on a website.
Rather than copying the content onto the blog or wiki, I could provide hyperlinks
to the content for students (Smartcopying, 2012). It is important that I model the
appropriate ethical and legal behaviours for my students to replicate. If these
behaviours occur in the online classroom, then students will be able to learn
in a safe, secure and academically sound environment that can assist in
maximizing their learning experiences.
In
summary, e-learning has revolutionised the way students learn in the classroom.
It can provide the opportunity for learning through the strategic interplay of
individual (reflective) and collaborative (social constructions of knowledge),
where both processes allow the individual to learn through the evaluation of
ideas and points of view. It can support, facilitate and enhance learning
outcomes and provide new and exciting ways of engaging learners. Of course, the
use of these technologies brings with it challenges including social, legal,
ethical and safety considerations. There is also a need to ensure that there is
a balance of technology, pedagogy and content knowledge in manner that facilitates
the best learning outcomes. As technology continues to grow and expand,
learning managers must ensure that they stay abreast with changes for their
students. As Stewart
Brand famously stated,
“Once a new technology
rolls over you, if you’re not part of the steamroller, you’re part of the road”.
As
a learning manager in the 21st century it is my role to be in the
driving seat of technological change in our classrooms in a way that maximises
the learning potential for all students. No longer can the teacher be the sole disseminator
of knowledge. They are one component of an ever changing learning network.
References
CQUniversity Australia. (2012). Bloom’s Taxonomy. Retrieved from CQUniversity Course Resources
Online FAHE11001
http://moodle.cqu.edu.au/mod/page/view.php?id=60622
CQUniversity Australia. (2012). TPACK. Retrieved from CQUniversity Course Resources Online FAHE11001
CQUniversity Australia. (2012). Working legally, safely and ethically online: the issues. Retrieved
from CQUniversity Course Resources Online FAHE11001 http://moodle.cqu.edu.au/mod/page/view.php?id=60623
Education Queensland. (2005). Inclusive Education Statement. Retrieved from http://education.qld.gov.au/studentservices/learning/docs/inclusedstatement2005.pdf
Education Queensland. (2008). SMART Classrooms BYTES. Retrieved from
http://education.qld.gov.au/smartclassrooms/documents/strategy/pdf/scbyte-elearning.pdf
Lamb, A. (2012). Annette’s
Blog – FAHE11001. Retrieved from http://s0194160cqu1.blogspot.com.au/
Mishra, P., Koehler, M.J. (2006). Technological
Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teacher College Record 108 (6),
p.10117-1054. Retrieved from http://site.aace.org/pubs/sigs/sig-Mishra-Koehler-TCR.pdf
Prensky, M. (2001). Digital Natives, Digital Immigrants. On the Horizion, 9(5), 1-6.
Siemens, G. (2004). Connectivism: A
Learning Theory for the Digital Age E-learnspace. Retrieved from
http://www.elearnspace.org/Articles/connectivism.htm
Smartcopying. (2012). What
can a teacher do on a wiki or blog?. Retrieved from http://www.smartcopying.edu.au/scw/go/pid/946
Snowman, J., Dobozy, E., Scevak,J., Bryer,F., Bartlett,
B,. & Biehler. (2009).Psychology Applied to Teaching (1st ed). Milton
Queensland Australia: John Wiley & Sons.
Sutherland, R., Armstrong, V., Barnes, S., Brawn, R.,
Breeze, N., Gall, M., … Johnw, P. (2004). Transforming teaching and learning:
embedding ICT into everyday classroom practices. Journal of Computer Assisted Learning, 20, 413-425.
Vvgotsky, L.S. (1978). Mind in Society: The Development of Higher Psychological Processes.
Cambridge: Harvard University Press.
No comments:
Post a Comment