Introduction
Contemporary children are being
raised in a world which constantly exposes them to technologies responsible for
significant increases in available information and rapid societal or economic
changes (MCEETYA, 2005). Advancements in digital technology have placed a
higher demand on educational institutions to produce individuals with higher
levels of information and communication technology (ICT) specific skills necessary
to satisfy employment requirements in roles increasingly becoming more
dependent on ICT for successful outcomes (MCEETYA, 2005).
Moreover, increased global
integration and international mobility resulting from such technological
advances has created an environment which is becoming more socially, culturally
and religiously diverse emphasising the need for students to be nurtured in an
inclusive education setting to give all students, despite their background, an
equal opportunity to be successful global citizens (MCEETYA, 2009). ICT is considered
a major factor in fostering learning relevant for future generations (MCEETYA,
2009). Achieving such outcomes requires transformational change to pedagogical
approaches by modernising the practice of integrating ICT in learning to making
ICT integral to learning (Prestridge, 2007).
Therefore educators need to ensure
they not only possess the necessary technological content knowledge to
successfully teach in an e-learning environment featuring the utilisation of
web based, web distributed or web capable technological tools for educational
purposes, but should also acquire an understanding of the principles of
e-learning theory to guarantee a learning environment exists with the capability
of adequately supporting the learning styles, needs and identified curriculum
learning outcomes appropriate for contemporary children (Nichols, 2003). The
principles of e-learning identified by Nichols (2003), proposed e-learning as
being a “means” of education characterised by e-learning tools reflective of various
subject pedagogies which are capable of being applied in various educational
models or educational philosophies such as behaviourism, cognitivism or
constructivism, thus allowing the provision of unique forms of education within
existing paradigms that are enhanced primarily by pedagogical modernisation
without diverting the overall aim of predetermined curriculum or learning
objectives.
In consideration of the
identified e-learning principles mentioned, the purpose of this paper is to
reflect on learning experiences gained from using a number of e-learning tools
to form an understanding of how ICT can be used to support different
pedagogical approaches designed to engage various learning styles necessary for
effective learning. Further discussion and academic references are available
for 21st century learners (appendix A), reflections on learning
styles (appendix B and C) and information regarding learning theories such as
behaviourism, cognitivism and constructivism (appendix D).
Learning Experiences
E-learning environments that are
not pedagogically based will prove to be inefficient regardless of how
technically advanced the ICT tools utilised are, thus making it extremely
important for e-learning lessons to be developed around pedagogical principles
and practices relevant to learning theories such as behaviourism, cognitivism,
constructivism or active learning (Pange & Pange, 2011). Pange and Pange
(2011) suggest learning theory principles are aligned to ensure behaviourism is
utilised to teach facts, procedures or principles are taught using cognitivist,
constructivist approaches provide opportunities to teach relationships or more
complex thinking, and active learning theory experiences maintain the attention
of learners. Scaffolding featured in an example of a classroom wiki activity (appendix
D) reciprocates the thoughts of Pange and Pange (2011).
The Wiki activity created an
environment that supported effective e-learning as a result of the teachers
ability to use different pedagogical/learning approaches capable of increasing
the skills and knowledge of learners by providing students with opportunities
to discover, collect, analyse, apply, evaluate, synthesise, comprehend and
create during learning activities to ensure higher order thinking skills were
developed applicable to the characteristics of Bloom’s taxonomy. Utilising De
Bono’s six thinking hats to scaffold the Wiki demonstrated a step by step
learning process identified by the Department of Education, Training and Employment
Queensland (2008) whereby essential learning’s relevant to the key learning
area (KLA) specific for ICT such as ethical, issues with ICTs, operating ICTs,
inquiring with ICTs, creating with ICTs and communicating with ICTs were able
to be structured depending on different pedagogical/learning approaches and the
level of skill, knowledge or higher order thinking required in each essential
learning area. To elaborate further, fostering higher order thinking skills
applicable to essential learning’s of ICT requires the evolution of learning
theory approaches. Student learning outcomes are enhanced as learning theories
move along a continuum initially featuring behaviourist (instructivist)
approaches, advancing to constructivist approaches and finally the “pedagogical
view” of connectivism provides students with the opportunity to further enhance
their learning in the digital age (Department of Education, Training and Employment
Queensland, 2008).
Furthermore, the Wiki experience allowed
learners to experience theoretical and practical learning styles which Pange
and Pange (2011) identified as providing opportunities to enhance learning
through information collection, memorisation of certain facts or figures and
learning in real-life situations with the application of new knowledge. Pedagogical
frameworks bring learning theories, pedagogy and essential learning outcomes together
to enable teachers to focus on instruction to improve student outcomes. The pedagogical
framework applicable to the ICT subject area is TPACK. Further information and
academic references to support the discussion of this synopsis are available by
accessing blog postings on Bloom’s taxonomy, De Bono’s six thinking hats, TPACK
or connectivism in appendices D, E and F.
Digital technologies tool 1 (Blogs)
After analysing then reflecting
on the relevant information regarding
websites, blogs and wikis with regard to teaching grade 2 primary school
children, it was determined that blogs would be a more appropriate tool to use
in this teaching context. Blogs are a social networking tool in the form of an
online diary or journal focusing on topics of personal interest making it a
great resource to encourage reflective thinking and providing opportunities for
collaborative group work among learners. Teaching pedagogy focused on enhancing
critical thinking and problem solving skills, recognised as being a primary
goal of technology education, is more effective using collaborative rather than
individual approaches (Gokhale, 1995). Moreover collaboration which engages the
learner in teacher scaffolded problem solving enhances metacognitive thinking
resulting in children developing the ability to reflect, examine and revise
their understanding of learning (Colcott, Russell and Skouteris, 2009).
Collaboration or knowledge
transfer is simplified by the much more user friendly and less time consuming
blog in comparison to websites or wikis. Based on these facts the author
concluded blogs as being more appropriate for the purpose of collaboration or construction
of texts featuring print, visual and audio (ACELY 1674) in grade 2 contexts.
However, after pondering the
position of gifted students, students with disabilities, students from
culturally diverse backgrounds or students with prior digital experience, it
should be acknowledged that the technologies under consideration (blogs, wikis
and websites) can all be identified as resources which have the ability to
enhance student learning outcomes in different contexts. Such technologies can be
used to adapt or modify pedagogy and educational settings so every student despite
their diversity can engage in higher order thinking skills. Therefore teachers
should ensure differentiated instruction is part of their planning with ICT. Supporting
readings and academic references for blogs, wikis or websites can be located in
appendices G, H and I.
Digital technologies tool 2 (Digital Videos)
Digital video can be used to
creatively integrate video, images and audio thus presenting teachers with a
tool capable of motivating or empowering learners even though usage is
typically for broadcast rather than interactive mediums (Girod, Bell and
Mishra, 2007). Despite this teachers should understand creative work guides
human progress either theoretically or in practice thus making it a necessity for
students to create with the tool to develop truly creative learning and
enhanced learning outcomes (Casangui, 2010).
Moreover the characteristics of
digital video allow simultaneous display of pictures and words as well as
varying amounts of audio and video presentation. According to Swisher (2007)
modes of communication being utilised in such a way enhance learning, expand
working memory and reduce cognitive overload. Consequently this explains the author’s
selection of digital video combined with visual thinking routines to transform
learning in grade 2 classrooms with further information relating to this
pedagogical approach and possible uses available in appendices J, K, L and M.
Digital technologies tool 3 (Glogster)
Glogster is an interactive easy
to use electronic poster with features such as colour, movies, animation and
sound which is fun to use. Creative presentations on particular subjects of
interest can be constructed with much less difficulty than what was encountered
by the author when using Prezi’s or powerpoints. Embracing creative learning
environments is extremely important as such environments result in enhancements
to student achievement, confidence, resilience, motivation, engagement,
creative thinking, problem solving skills, school attendance and interpersonal or
intrapersonal skills (Jindal-Snape et al, 2013). Based on the authors
reflections in appendixes N, O and P an opinion was formed suggesting powerpoints
or Prezi’s would be less effective in a grade 2 class than glogs for developing
creative learning environments.
Digital technologies tool 4 (Google Earth)
Google Earth is a web 2.0 application
focusing on video-audio for knowledge transfer. The difference between Google
earth and other video-audio applications such as YouTube and Flickr is the
increased level of interactivity the device allows (Hanewald and White, 2008). While
high levels of interactivity stimulate increases in motivation and attention,
learning is not guaranteed unless teachers overcome deficiencies in pedagogical
beliefs, subject knowledge, values, teaching approaches, confidence and
organisation (Beauchamp and Kennewell, 2008). Reflections on the effectiveness
and use for this tool can be viewed in appendix Q.
Safety, ethical and legal concerns
Teachers have an obligation to
ensure they understand all policy relating to ICT to ensure the safety of their
students and any legal ramifications that could eventuate in the course of
their work. However the importance of policies, values and standards goes
deeper than protection and legal implications. Teachers should be aware that
their conduct, values and beliefs toward policies can affect dispositions of ‘Habits
of the mind’ that they are attempting to instil in their students thus
threatening the foundation of trusting, interactive school environments (Costa
and Kallick, n.d). Refer to appendix R for further reading.
Conclusion
This synopsis evaluated a number
of ICT tools to determine their appropriate use in educational settings. It is
apparent successfully using ICT in educational settings requires transformed
pedagogies developed from reflective teaching practice, professional teacher
development and trusting interactive school based relationships.
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APPENDICES
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