According to Waterhouse (2003), e-learning involves improving teaching and learning using instructional strategies enhanced by technology, especially computer technology (p.3). E-learning, at a basic level, involves using information communication technologies (ICTs) to engage learners, and enhance and extend their learning through a variety of innovative ways. ICTs are not limited to solely the computer, but involve a wide range of digital devices including digital cameras, video cameras, voice recorders, iPhones, iPods, etc.
Prensky (2001) believes that today’s learners can be categorised into two groups- digital natives or digital immigrants. Natives are born into and grow up enveloped by digital technology and therefore develop a specific language and syntax around the technology, while immigrants are forced to adapt to a digital world. “Students live in a technological world where information and communication technologies (ICTs) are integral to everyday situations” (QSA, 2007). As future teachers we need to ensure we prepare our learners to be able to function and adapt within a tech savvy society. “ICTs are at the core of teaching and learning in the 21st Century. Queensland’s future depends on how successfully we integrate ICT in the curriculum and daily learning and teaching…Many teachers already use computers to enliven teaching and inspire students. In order to build a 21st Century schooling system……we need teachers to understand how ICT promote higher order thinking skills and deepen understanding in all key learning areas” (State of Queensland, 2002).
Queensland Studies Authority (2007) states that “students explore and experiment with a use of a range of ICT functions and applications. They develop the knowledge, skills and capacity to select and use ICTs to inquire, develop new understandings, transform information and construct new knowledge for a specific purpose or context. They communicate with others in an ethical, safe and responsible manner. They develop understandings of the impact of ICTs in society.”
Incorporating ICTs into the classroom can be done for a number of reasons, which may include the following:
· Connecting learners to other sources of information- human and non-human
· Connecting learners to a variety of multi- modal resources
· Assessment reasons- assessment upload, quizzes, etc.
· As a learning space for collaborative negotiation of learning
(CQUniversity, 2010)
As teachers we need to ensure that our learners are highly engaged and motivated to learn, and for this ICTs are highly beneficial. “Students certainly don’t have short attention spans for their games, movies, music, or internet surfing. More and more, they just don’t tolerate the old ways- and they are enraged we are not doing better by them” (Prensky, 2005).
The four tools that have been chosen to be analysed and discussed are Google Maps, digital video, Animations and the use of blogs. These tools were chosen for a number of learning purposes including to engage and enhance student learning, allow transformation of knowledge, and to teach learners the skills and knowledge they will need to survive in a tech savvy society.
Google Maps
Google maps are an online mapping system which has many uses. Through the online system you are able to take virtual tours, as well as explore cityscapes, landmarks, points of interests, find motels, parks and restaurants. Personal maps can also be created with your own key features and photos located. The tool allows for the Big6 framework to be used where learners are given a problem in which they solve by using a number of steps, including synthesising and evaluating. This tool helps learners become global citizens as it is difficult for them to investigate other countries, or even other parts of Australia first hand. For more detail and examples of how this tool can be used in the classroom, view my Google map blog.
Digital Video
According to a research study by Kearney and Shuck (2006), digital video has a range of common usages in schools, in particular for communication, observation and analysis, and reflection. As a communication tool, digital video facilitates students’ communication of messages, ideas or information. Digital video can also be used as an observation and analysis tool, enhancing students’ observations of phenomena, experiments or performances. Lastly, it can be used as a reflection tool to support student reflections on their own learning.
Windows MovieMaker is the most common and easy to use video editing program. It allows you to use still images, video snippets, photographs, music and voice over to produce your own movies.
Using videos in the classroom can allow learners to create, present, communicate, summarise and evaluate. For further detail on this or examples of how videos can be used in the classroom, view my Digital Video blog.
Learning Objects and Animations
Animations and simulations offer substantial advantages over print based material when it comes to complex interactions and abstract concepts. A virtual experience is also available when the real thing is too difficult or expensive to provide for the learners. On their own learning objects and animations do not constitute learning, however they can enhance learning if embedded appropriately. There are many online animations that offer an exciting and interactive alternative to the usually dull and boring classroom lessons. Online learning activities allow learners to apply their previously acquired knowledge in a number of engaging contexts. To view examples of learning objects or more detail of how they can be used in the classroom, view my blog.
Blogs
Many blogs provide commentary or news on a particular subject, while others function as more personal online diaries. Many blogs combine images, texts, links to other sites and other media related to its topic. Only the author of the blog can edit the information but allows the audience to respond and comment on what has been said in an interactive and collaborative way. Blog entries are organised by date which allows for sequential development of ideas to allow easy tracking and identification. Because of this feature a diary type task such as a reflective journal is ideal. Blogs can also be used as an effective tool for teachers to monitor students progression and understanding of a developing task. Further information can be found on my blog.
Students use ICT to access, integrate, manage and evaluate information. They use ICT to develop new understandings, and to participate as global citizens through collaboration across local, national and international borders. Digital pedagogy has been shown to transform learning. It enables students to develop a deep knowledge through inquiry, connecting to sources of information, both primary and secondary across the world. ICT supports thinking, organising ideas, planning solutions, modelling and visualising the invisible. ICT allows learners to build solutions and products through highly creative, expressive and reflective processes. Few of these processes can occur in equivalent face to face classrooms. Hence there is a compelling case for teachers to develop skills in using these technologies, and pedagogies that support their best use for learning (CQUniversity, 2010).
References:
CQUniversity Australia. (2010). FAHE11001- Managing E-Learning: Study guide. Bundaberg, QLD, Australia.
Prenskey, M. (2001). Digital natives, digital immigrants. Retrieved on August 20th 2010 from http://www.marcprensky.com/writing/Prensky%20-%20Digital%20Natives,%20Digital%20Immigrants%20-%20Part1.pdf
Prenskey, M. (2005). Engage me or enrage me: what today’s learners demand. Retrieved from CQUniversity moodle, FAHE11011 Managing E=Learning, http://net.educause.edu/ir/library/pdf/erm0553.pdf
State of Queensland (2002). Information and communication technologies for learning: School kit (2002-2003). http://education.qld.gov.au/itt/learning/docs/infokit.pdf
Queensland Studies Authority. (2007). Information and Communication Technologies(ICTs) Cross-curriculum priority by the end of Year 3. Retrieved on August 20th 2010 from www.qsa.qld.edu.au
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