E-Learning is integral in the classroom context
As our society becomes a knowledge-based economy more emphasis is placed on the role of information, technology and learning, because they are now considered the drivers of economic growth and productivity. (OECD, 1996, p. 5). "Arguably, no greater period of our times requires all individuals to learn how to critically confront and judge our digital…choices, how to understand the rules at play so we may manage the very phenomenon we call technology, whether this task is as user, maintainer, chooser, observer, innovator, educator or manager" (Seemann, 2007, p.75). In many schooling systems around the world, irrespective of financial situations, the case for technology as a component of general education is driving specific curriculum innovations. (Keirl, 2007, p.63) A key learning and assessment focus of the Essential Learnings across all key learning areas and all year junctures states that students should purposefully select and use tools and technologies, including communication technologies (Queensland Studies Authority, 2007, p.1). By implementing these suggested curriculum guidelines and incorporating e-learning in the classroom, teachers will help students develop the general capabilities in the proposed national curriculum. These capabilities include; information communication technology, thinking skills, ethical behaviour, creativity, self-management, teamwork, intercultural understanding and social competence. (ACARA, 2010, p 7).
As our society becomes a knowledge-based economy more emphasis is placed on the role of information, technology and learning, because they are now considered the drivers of economic growth and productivity. (OECD, 1996, p. 5). "Arguably, no greater period of our times requires all individuals to learn how to critically confront and judge our digital…choices, how to understand the rules at play so we may manage the very phenomenon we call technology, whether this task is as user, maintainer, chooser, observer, innovator, educator or manager" (Seemann, 2007, p.75). In many schooling systems around the world, irrespective of financial situations, the case for technology as a component of general education is driving specific curriculum innovations. (Keirl, 2007, p.63) A key learning and assessment focus of the Essential Learnings across all key learning areas and all year junctures states that students should purposefully select and use tools and technologies, including communication technologies (Queensland Studies Authority, 2007, p.1). By implementing these suggested curriculum guidelines and incorporating e-learning in the classroom, teachers will help students develop the general capabilities in the proposed national curriculum. These capabilities include; information communication technology, thinking skills, ethical behaviour, creativity, self-management, teamwork, intercultural understanding and social competence. (ACARA, 2010, p 7).
E-learning provides opportunities for learning enrichment and lifelong learning, as it takes students beyond face-to face interaction and allows them to enter a world of technological tools. (Holmes & Gardner, 2006, p. 2). These technological tools of e-learning develop skills and practices such as; understanding, applying, discussing, creating, analyzing, collaboration skills, testing, exploring, selecting, searching, promoting and synthesizing. (Holmes & Gardner, 2006, p. 3). The educational value of e-learning is clearly phenomenal as it promotes higher order thinking and develops the attributes of an informed global citizen. (Holmes & Gardner, 2006, p. 31). As a future learning manager, I can also identify how e-learning will promote positive attitudes and perceptions in my classroom context. I recognize that students have also changed with the rapid shifts in society and therefore my approach to education must change with the times. My students have spent their entire lives surrounded by and using computers, videogames, digital music players, video cameras, and all other tools of the digital age. (Prensky, 2001, p. 1). Therefore I acknowledge the need to include these tools and e-learning opportunities into my classroom context. By incorporating technological tools with my learning experiences, I will create engaging and relevant tasks for my students, structure opportunities for group work and provide different mediums that will allow my students to consider knowledge through a variety of sense. (Marzano & Pickering, 1997, pp. 40-41).
Personal development and exploration of e- learning tools and technologies
The Queensland Department of Education and Training (2010) clearly acknowledged the importance of e-learning within schools by introducing the Smart Classroom strategy. The main goals of this strategy are to promote lifelong learning by extensively using ICTs to improve students’ learning and to create efficiencies in delivering education and school administration. The initiative hopes to empower educators with new technologies so that they can establish learning pathways that are engaging and meaningful to the students. The Smart Classroom strategy will promote the formation of partnerships between schools and wider communities so that learning opportunities are broadened. The overriding aim of the Smart Classrooms strategy is to make ICT integral to the learning journey. (The Queensland Department of Education and Training, 2010).
As a future learning manager planning to work for Education Queensland I recognize the importance of developing my personal competencies on these e-learning principles, as they are an integral part of education now and for the future. Over the past six weeks, I have used a web log to expand and enhance my existing repertoire of technological competencies. I have discovered, analysed and discussed a variety of e-learning tools and methodologies with my peers. The pedagogical advantages of these technology tools are endless as their plethora of uses correlate with the learning process and Dimensions of Learning framework. The integration of technological tools in the classroom will help develop positive attitudes and perceptions and provide opportunities for students to acquire and integrate knowledge, extend and refine knowledge and use knowledge meaningfully. (Marzano & Pickering, 1997, pp. 4-5). Each technological tool investigated offered multiple benefits for the learning process. For the purpose of this synopsis I have allocated the technological tools into five categories; accessing and gaining knowledge, consolidating and refining knowledge, transforming information into new understandings and engagement purposes. Simply click on each tool to examine the deeper evaluation on my web log.
Access and gain information
Weebly Websites
LMS- Learning Management Systems
RSS Reader
Consolidate and refine knowledge
Web logs
Etherpads
Wiki
Concept Maps –Bubbl.us
Transform information into new understanding
Images
Learning objects
Skype
Present knowledge to audience
Digital Video/Movie Maker
PowerPoint
Prezi
Engagement Purposes
Vodcasts
Podcast
Voki
Looking at the technological tools through a lens
I have further reflected on one tool from each category using research, learning theories and frameworks such as; Dimensions of Learning (Marzano & Pickering, 1997)., The Big 6 Framework (Eisenberg, Johnson and Berkowitz, 2010)., The Engagement Theory (Kearsley & Shneiderman, 1999)., and Bloom’s (1956) Taxonomy.
Access and gain information
Weebly Websites
I have identified Weebly as a superb tool to create websites or WebQuests that can be used to guide my students when gaining and accessing new information. An inquiry based approach to learning could be encouraged through the use of this tool as a step by step procedure or even advanced organizer questions can be structured on the Weebly to scaffold students’ research and thinking processes. (Marzano & Pickering, 1997). Higher order thinking and constructive thinking abilities would be developed because I could structure tasks on the Weebly to promote depth of perception, organisation of thinking, interaction, creativity, information and feeling, and action. (Killen, 2003, p 31). I found this Weebly tool correlated with The Big 6 Framework (Eisenberg, Johnson and Berkowitz, 2010). and the TELSTAR inquiry approach. I further discussed these connections with one of my peers. By considering The Big 6 Framework when using Weebly to design a WebQuest I would increase my students’ chances of success. This framework allows for smooth transfer through Bloom’s (1956) Taxonomy of educational objectives as students progress from lower order cognition tasks of knowledge recall, comprehension and application to higher order tasks of analysis, synthesis and evaluation. (Brady, 2006, pp. 24-26).
Weebly not only aids students’ knowledge acquisition but helps improve attitudes and perceptions within the classroom. The guided journey developed within the WebQuest design promotes positive attitudes and perceptions about tasks as students feel they have required resources and ability to complete the task. The clear directions and demands of the tasks provided within the WebQuest further promote positive attitudes and perceptions. (Marzano & Pickering, 1997, pp. 30-34). Positive attitudes and perceptions about classroom climate are also developed throughout this Weebly tool, because I would be able to cater for students’ individual difference as the WebQuest would allow me to expose students to a variety of mediums and resources available on the World Wide Web. This tool would enable me to include extension activities for advanced students and allow me to structure self paced and independent tasks for students to access and complete at home and school. (Marzano & Pickering, 1997, p. 18).
Consolidate and refine knowledge
Web logs
When I first encountered web logging, I was quite narrow-minded and merely saw it as way for students to reflect and record their own thoughts and learning. However as I became more actively involved with using the tool, I discovered more potential for its place in the classroom (see blog entry and discussion with peer). I realized blogging is not only a means of reflective writing but has great value in terms of developing critical thinking skills, writing and reading abilities and engages students in sustained conversation as they consolidate and refine their knowledge with one another. (Downes, 2004). This online discussion between students correlates with Vygotsky’s social constructionist theory because it promotes collaborative inquiry through which individuals appropriate information in terms of their own understanding and involvement in the activity. (McInerney& McInerney, 2006, p. 4). These substantive conversations promote higher intellectual thinking qualities. (Education Queensland, 2002).
Blogging further extends and refines students’ knowledge by developing the complex reasoning processes of analyzing perspectives and analyzing errors. Through reading their peers’ blogs students can identify multiple perspectives on issues and thus broaden their own understandings. Identifying and analyzing errors in peers’ thinking is another process developed because peer collaboration, constructive criticism and peer evaluation are all possibilities when using blogs in the classroom. (Marzano & Pickering, 1997, p. 114). One of my major concerns with using blogs and online communication tools was the risks and dangers of cyber activity. Although further investigation and discussion with peers about these concerns has made me less hesitant as I realize there are resources available to help me equip my students with knowledge and skills to be cyber safe (see blog entry and discussion).
Transform information into new understanding
Images
According to Callow (1999) visual literacy helps to extend concepts beyond being able to read and write print to encompass ideas about how we communicate in our culture through images. Therefore students need to develop meaning making systems that enable them to identify the multiple perspectives incorporated within an image. At first I considered the use of images just a means of engaging students but have further developed these ideas in a discussion with my colleague, Kelly Blood. While viewing Kelly’s blog I came across an interesting article by Fetherston. Fetherston (2003, p.17). claims that students increased access to means of producing, viewing and manipulating images places greater emphasis on the visual aspect of the classroom culture. New technology such as MobaPhoto, Picasa Photo Viewer and Search-Cube provide teachers and students easy access to the production and manipulation of images in their classroom. (Fetherston, 2008, p. 17).
When images are utilised in the classroom they “…are brought into the world of discourse and meanings are constructed from and through them” (Fetherston, 2008, p. 29). This in turn provokes higher order cognition skills of Bloom’s Taxonomy as students analyse, synthesize and evaluate the various aspects within the image. (Brady, 2006, pp. 24-26). Using images in the classroom requires students to consider various perspectives, social aspects and cultural influences and thus promotes intellectual qualities through the Productive Pedagogies of Higher Order Thinking, Substantive Conversation and Problematic Knowledge. (Education Queensland, 2002). Connectedness is also promoted with images in the classroom as student background knowledge and connections to the world beyond the classroom help them to construct meaning and develop ideas. (Education Queensland, 2002). The brain understands and remembers best when facts and skills are embedded in the natural spatial memory. Hence the use of realistic and engaging images promotes experiential learning and in turn invokes spatial memory. (Caine & Caine, 1990, p.69).
Present knowledge to audience
Digital Video/Movie Maker
Through my own experience and reflection on this tool I realized the significant impact digital video can have in my classroom as it offers multimodal opportunities for learning. This multimodal approach to learning is identified as more effective than traditional, unimodal learning. The addition of visuals to text and/or auditory learning can produce improvements in basic and higher-order learning. Multimodal learning enables students to build automaticity with basic knowledge and skills because retention is improved through words and pictures rather than through words alone. (Metiri Group, 2008, P.14). Further discussion on my blog with my peers helped me identify various ways to use digital video in my classroom to encourage students to use their knowledge meaningfully. By including digital video as an engaging assessment task in the classroom, I will encourage my students to make decisions about production techniques, solve problems through group collaboration and invent unique video presentations. (Marzano & Pickering, 1997, p.191).
Kearney & Schuck (2004) also recognize the learning benefits and claim that digital video develops a variety of literacies, provides authentic learning contexts, encourages collaborative learning skills, engages and motivates learners, promotes expression and communication, enhances technological skills and provides students with the necessary skills for the 21st century. Using digital video as a collaborative task within the classroom correlates with the fundamental idea underlying the Engagement Theory. This tool would enable me to construct meaningful learning opportunities through peer interaction and worthwhile tasks. (Kearsley & Shneiderman, 1999).
Engagement Purposes
Voki
Bruner (1996) claims that learning should be “…participatory, proactive, communal, collaborative and given over to the construction of meanings rather than receiving them” (Cited Brady, 2006, pp. 7-8). I think by using a Voki in my future classroom I will be able to engage and construct meaningfully and relevant learning contexts for my students. A further discussion with my colleague raised my attention to using a Voki as an extra teaching resource to provide multiple perspectives on a topic or simply take a character in role-play simulations. Vokis not only help develop positive attitudes and perceptions by making task meaningful and relevant. They also help to cater for students’ individual differences and learning preferences by offering another multimodal medium in the classroom. (Marzano & Pickering, 1997, pp. 18-32). A one-size-fits-all approach to learning design is inappropriate and research suggests a balanced multimodal approach to e-learning is required to cater for our media-rich society. (Willems, 2009).
Future Practice
After experimenting and analyzing a wide variety of technological tools, I can confidently appreciate the benefits of e-learning within the classroom context. I endeavour to be a lifelong learner and constantly up skill my e-learning knowledge so that I can facilitate multimodal learning and engage the ‘digital natives’ within my future classroom.
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